Professional Graduate Business School Standards

Japan University Accreditation Association

 Contents

Introduction ............................................................................................................. 1 

Professional Graduate Business School Standards ........................................................... 6 

1. Mission, Goals, and Educational Objectives .............................................................. 6 

2. Educational Program, Instruction, and Achievement .................................................. 8 

    2.1 Curriculum, etc. ................................................................................................ 8 

    2.2 Instruction, etc. .............................................................................................. 13 

    2.3 Achievement, etc. ........................................................................................... 19 

3. Faculty ................................................................................................................ 21 

4. Student Admissions ............................................................................................. 25 

5. Students Services ................................................................................................. 27 

6. Maintenance of Education and Research Environments ........................................... 29 

7.Administration ..................................................................................................... 32 

8. Self‐study ........................................................................................................... 34 

9. Accountability ..................................................................................................... 35 

 Legend

In these Standards, the related ordinance, etc. are abbreviated as follows:

“Ordinance No. 16”: Standards for Establishing Professional Graduate School (Ordinance No. 16
of the Ministry of Education, Culture, Sports, Science and Technology)

“Notification No. 53”: Stipulating the Requirements for Professional Graduate School
(Notification No. 53 of 2008 of the Ministry of Education, Culture, Sports, Science and
Technology)
Introduction 

1. The Professional Graduate School of Business Standards have been formulated by the Japan
University Accreditation Association (JUAA) to evaluate professional graduate schools of
business for accreditation as a certified evaluation agency. The Professional Graduate Schools of
Business Standards are intended for graduate schools that meet the following requirements.

1) The titles of degrees offered must include Master of Business (professional), Master of
Business Administration (professional), Master of International Business (professional),
Master of Accounting (professional), Master of Finance (professional), Master of
Management of Technology (professional), or other titles equivalent to these.
2) The school must aim to develop capable human resources with professional knowledge
required for the management of enterprise or other type of organization, and maintain a
high level of ethics as well as an international perspective.
3) Among the key competencies to cultivate in students, in addition to professional and
technical knowledge, the school must clearly target leadership abilities, such as foresight,
analytical thinking, strategic planning, effective management of advanced technology,
effective utilization of information technology, public and interpersonal communication
abilities, etc.

2. The JUAA has formulated and revised various standards including the University Standards
as the guidelines for universities to maintain and improve proper level of standards as well as
the criteria for JUAA to evaluate universities. The Professional graduate Business School
Standards are positioned as part of various standards set by the JUAA with the University
Standards placed at the top.

3. The Professional Graduate School of Business Standards have been formulated not only to
outline the essential conditions for establishing Professional Graduate Schools, but also to
contribute to the further improvement and development of existing professional graduate
schools of business while valuing their diversity and originality.

Using these Standards, the JUAA evaluates the qualifications of professional graduate schools
of business for accreditation. Evaluation for accreditation is made by identifying conformity to
these Standards.

4. The Professional Graduate School of Business Standards consist of the following nine main
sections:

1
 1. Mission, Goals, and Educational Objectives 
2. Educational Program and Instruction, and Achievements 
3. Faculty   
4. Student Admissions 
5. Student Services 
6. Maintenance of Education and Research Environments 
7. Administration   
8. Self‐study 
9. Accountability 

5. Each main section of the Standards consists of “main text” and “evaluation perspective”.

The “main text” defines in broad outline the basic matters in each section that professional
graduate schools of business need in order to realize the mission and goals set by each school
and achieve their educational objectives, while in consideration of the aim of the professional
graduate business school program.

The “evaluation perspective” has two different functions. The first function is to enable
professional graduate business schools to be evaluated by facilitating the smooth
implementation of their self-study and the improvement of their educational and research
activities. The second function is to serve the JUAA’s accreditation as a standard viewpoint or
approach for making evaluations.

The “evaluation perspective” is divided into the following two levels.

2
 [Level I]
The most fundamental matters required for professional graduate business school.

At this level, an evaluation is made on how each professional graduate business school
maintains students’ learning environments as well as conditions for faculty members’ own
education and research, etc., including organization of curriculum and actual allocation of class
subjects, the ratio of actual enrollment to the enrollment quota, the number of full-time faculty
members and the number of students per faculty member, quality of facilities and equipment, etc,
and the methods of education, etc. Thus the central issue is how each school strives to realize the
purpose of the business school program in terms of its own mission, goals, and educational
objectives (hereinafter, the mission, goals and educational objectives).

Among the matters specified on [Level I],

▪ Items marked with ◎ indicate matters concerning compliance with applicable laws, ordinances,
etc. The relevant laws, ordinances, etc. with applicable articles on which they are based are
shown in parenthesis after the “evaluation perspective”.

Note that there are some viewpoints of evaluation items in which the laws, ordinances, etc. on
which they are based are not shown. These are either [1] matters for which legal grounds can be
found in general laws, ordinances, etc. such as the School Education Act, University
Establishment Standards, Graduate School Establishment Standards, etc.; or [2] matters that
professional graduate business schools shall be required to observe after they are approved for
establishment, though legal grounds cannot be sought in them.

A professional graduate business school that has any serious problem with the compliance with
applicable laws, ordinances, etc. concerning the items marked with ◎ will not be accredited.
However, depending on the conditions, this restriction may be mitigated by attaching
recommendation (*).

Also when there is minor problem with the compliance with an applicable law, ordinance, etc.,
a recommendation will be attached.

▪ Items marked with ○ are basic matters that JUAA requires professional graduate schools of
business to observe pursuant to the applicable law, ordinance, etc. If there is any school that has
any problem regarding any of these matters, recommendations will be attached. If there are any
serious problems, the school under evaluation will not be accredited.

▪ Note that for items marked with ◎ and items marked with ○, there are cases where problems
are indicated with the intention to solicit further improvements as in the case of the following
level II items, instead of making recommendation since they are intended to be less significant
than recommendation.

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 【Level II】
Matters on which self-study is highly desired to maintain and improve the quality of
education and research pursued by professional graduate school of business.

Professional graduate schools of business must clarify the results of self-study on the efforts
made to realize their own mission and goals, and achieve their educational objectives, and the
effects of such efforts.

In addition, professional graduate schools of business are also required to conduct proactive
self-study concerning their own specific efforts to realize their own mission, goals, and
educational objectives.

At this level, in addition to the perspective of Level I, evaluation is made from the perspective of
evaluating the progress toward achieving each school’s mission, goals, and educational
objectives and the results of their efforts. More specifically, it shows evaluation with focus on
methods of implementing activities (such as study guidance for students, efforts to activate
students’ learning, mechanism for improving faculty members’ education and instruction
method, etc) and verification of the achievement level with respect to of each school’s mission,
goals, and educational objectives, as well as the results of efforts as reflected by actual
educational results (situation of credit earning and completion of each subject, career placement
success rate after completion of graduate course, measurement of educational effects, etc.)

Regarding the items specified on Level II, if the conditions and results of efforts to realize the
mission and goals and to achieve the educational objectives, and characteristic efforts are
▪ Insufficient
▪ Insufficient in view of organization and operation of the system,
then, “Problem” (*) will be indicated and attached;
or if,
▪ satisfactory as the results of efforts are sufficiently produced
▪ satisfactory as the system is well-developed and functions effectively
then “Merit” (*) will be indicated and attached.

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◆ The matters on Level I and Level II can be summarized as follows.

Level of evaluation Matters relevant to the evaluation

Evaluation
perspective perspective

Level I ◎ Matters concerning the compliance with Decision of accreditation,

the applicable law, ordinance, etc.
Level I ○ Basic matters that the JUAA requires of
professional graduate business schools
according to applicable law, ordinance,
etc.
Level II ○ Matters on which self-study is desired on
a higher level, in order to continue to
maintain and improve the quality of
education and research conducted by
professional graduate business schools
Recommendation, Problem
Recommendation, Problem
(However, decision against
certification if there is any
serious problem).
Problem, Merit

(∗) The results of certified evaluation of business school are categorized as 1) Decision of
certification, 2) Merit, 3) Problem, and 4) Recommendation, etc.

Based on the above, “Recommendations” are attached to items for which a relevant professional
graduate business school is strictly required to make plans for improvement and swiftly take
specific measures accordingly, and the relevant business school is obligated to prepare and
submit a report on improvement completion within two years.

On the other hand, a “Problem” (less severe than a “Recommendation”) is indicated and
attached for the purpose of further promoting continuous improvement by the relevant business
school, and though it does not necessarily oblige the improvement, the relevant school must
submit a response to report on the decision/status within two years.

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 Professional Graduate Business School Standards

Determined on September 11, 2007

Revised on November 16, 2007
Revised on January 18, 2008

1. Mission, Goals and Educational Objectives 

The professional graduate business degree course is part of a category of postgraduate

educational courses specializing in cultivation of highly-specialized professionals who are active
at home and abroad, and is established with the objective of cultivating profound knowledge
and superior ability to shoulder a profession that requires high level of professionalism.

Each professional graduate business school must clearly establish its own mission, goals, and
educational objectives, and communicate them widely both inside and outside the campus. At
the same time, the school must examine consistently the appropriateness of its educational
objectives, educational programs, and methods and tools of instruction, etc., in order to optimize
effectiveness in achieving its goals and objectives, as well as adapting to dynamic changes in
social demands, etc. A school must constantly work to seek improvement and reform to realize
its mission and goals.

The mission is a social responsibility that reflects upon every aspect of the professional graduate
business degree course. The role that each professional graduate business school plays for the
benefit of society as a higher education institution is shaped by its mission. The goals are
principles, which all constituent members of each business school should aim to realize as a
unified organization, such as the educational policies the business school upholds as its
foundation, and image of ideal human resources it strives to develop. Moreover, the educational
objectives are concrete targets, which may be attained in order for the school to progress toward
realizing its goals, and which may be evaluated in terms of degree of achievement by an
appropriate method.

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 Level
Item Evaluation perspective
I II
Appropriateness of 1-1 Are mission and goals, and educational objectives clearly ◎
the mission, goals, established?
and educational
objectives. 1-2 Do mission, goals, and educational objectives conform to the ◎
purpose of the business school program?
(Article 2 of the Ordinance No.16)

1-3 Is the image of ideal human resources to be developed properly ○

defined in the mission, goals, and educational objectives?

1-4 Is the cultivation of professional ethics properly incorporated in ○

the mission, goals, and educational objectives?

1-5 Do the mission, goals, and educational objectives meet the needs ○
of human resources for business management at present and in
the expected future?

1-6 Is the cultivation of highly specialized professionals, who can be ○

successful as business management professionals at home or
abroad, clearly articulated in the mission, goals, and educational
objectives?

1-7 Does the business school have a medium-and long-term vision ○

or strategy, as well as an action plan to realize the mission and
goals?

Familiarization of 1-8 Are the mission, goals, and educational objectives disclosed ◎
the mission, goals, to the general public through the school websites, school
and Educational prospectus, etc.?
objectives
1-9 Are the mission, goals, and educational objectives universally ○
known to all of the school’s constituent members including
faculty, administrative staff, and students?

1-10 Are special efforts made and measures taken to ensure that ○
the mission, goals, and educational objectives are understood

7
 by the faculty and staff members, students, etc. and that they
are fully disclosed to the general public?

Verification and 1-11 Are educational objectives appropriately evaluated with ○

improvement of the respect to the status of achievement of the objectives, etc.?
mission, goals, and
educational 1-12 Is there a mechanism adequately maintained for following ○
objectives up on the result of this evaluation process in order to further
reform and improvement?

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2. Educational Program, Instruction, and Achievement 
 
2.1 Curriculum, etc. 

Degree awarding is one of the important responsibilities for each professional degree course.
Upon awarding a degree, professional graduate schools must assign an appropriate degree title
in the area of business management that fits the characteristics of the business management area
and education program, and the school must endeavor to maintain a quality standard of the
degree that can meet the expectations of the business world.

Regarding the certification of course completion and authorizing the shortening of period of
attendance, etc., schools must properly establish relevant criteria and methods based on the
characteristics of the relevant business areas and expectations of the business world, etc. Also, to
secure academic fairness and rigor, certification must be granted based on the criteria and
methods clearly presented to students in advance.

The professional graduate business degree course must be properly organized in accordance
with the purpose of the professional degree course program, i.e. to cultivate profound
knowledge and superior capabilities to enable a student to master a business that requires a high
level of specialized knowledge. Furthermore, each degree course must be consistent with the
mission and goals, and educational objectives of the professional graduate business school.

In organizing the curricula, it is essential to observe the applicable laws and ordinances, etc. and
to systematically allocate class subjects that suit the characteristics of the business management
area and can meet the expectations of the business world. It is also vital to cultivate professional
ethics and fundamental skills, as well as highly specialized professional knowledge, and to
provide practical class subjects to connect theory and practical application. Furthermore, it is
necessary to manage the curricula of degree courses to maintain the quality level of the
professional degree and to respond to students’ learning requirements.

Level
Item Evaluation perspective
I II
Title of degree and 2-1 As the title of degree to be granted, is an appropriate name ◎
criteria for granting assigned that represents the characteristics of the field of
business and the educational content?

2-2 Are the criteria and screening procedures, etc. for degree ◎
granting clearly documented and are they well known by
students?

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 2-3 Is an appropriate quality level maintained for the degree to be ○
granted so that it can meet the expectations of the business
world, in light of the characteristics of the field of business?

Completion of 2-4 Are the period of attendance and number of acquired credits ◎
course, etc. required for the certification of completion of the course
appropriately set with respect to the provisions of the applicable
ordinance and goals of the relevant business school? Also, is
due consideration paid to ensure that burden on students’
learning is not excessive?
(Articles 2, 3, 15 of the Ordinance No.16)

2-5 Is the criteria and method for certifying the completion of the ◎
course established in accordance with the goals of the relevant
business school, and is it well known by all students?
(Article 10 of the Ordinance No.16)

2-6 In case the period of attendance is shortened, is it set in ◎

accordance with the legal regulation?
(Article 16 of the Ordinance No.16)
Also, is due consideration paid to ensure that adequate results
can be gained in light of the goals of the relevant business
school?

2-7 Are the criteria and method for shortening the period of ○
attendance clearly presented to students via the school rules,
etc.? Also, is the shortening of the period conducted in a fair and
strict manner based on the clarified criteria and method?

2-8 Is there any mechanism established for examining the ○

appropriateness of the criteria and method of certifying the
completion of the course or shortening the period of attendance?

Organization of 2-9 Are class subjects appropriate for achieving the professional ◎
curricula graduate business school’s own educational objectives and
fulfilling the goals of the relevant legal regulations?
(Article 6 of the Ordinance No.16)

2-10 Is the curriculum systematically organized, and do class ○

10
 subjects encompass basic subjects appropriate for the
characteristics of the field of business, subjects for cultivating a
broad viewpoint and knowledge of related fields, subjects for
acquiring advanced knowledge, etc.?

2-11 Are the curricula appropriately organized from the viewpoint ○

of helping students to acquire professional knowledge required
for practical business management, business acumen, analytical
thinking, communication and presentation, etc., and do the
courses instill students with a high level of sense of ethics and
international view?
[Field of business and Management of Technology]
For example, are subjects dealing with contents concerning
management strategy, organizational behavior, finance,
accounting, marketing, technology, production management,
information management, etc. appropriately incorporated in
the curriculum?

2-12 Is the curriculum of each field organized based on the ○

following matters in accordance with the relevant business
school’s own mission, goals, and educational objectives?
[Field of accounting]
For example, are subjects dealing with contents concerning
financial accounting, management accounting, auditing, etc.
appropriately incorporated in the curriculum?

2-13 Is due consideration paid to the organization of curricula to ○

respond to diverse needs of students, trends of academic
development, demands, from the society, etc.?

Learning in a 2-14 In order to have students learn subject classes in a ◎

systematic and well-balanced manner for each school year, is an upper limit set
phased manner on the number of credits that each student may register for in
each year or each term?
(Article 12 of the Ordinance No.16)

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 2-15 Regarding curriculum structure, are class subjects properly ○
allocated so that students may learn in a systematic and phased
manner?

2-16 Are appropriate credits assigned in consideration of the ○

characteristics and content of each class subject, method of
learning, and required study hours for the subject (including
preparation and review out of class), etc.?

Bridge between 2-17 Are pertinent measures taken for the organization of curricula, ○
theoretical education educational programs, forms of learning, etc.?
and practical
education 2-18 Is any class subject offered to cultivate professional ethics? ○

Introductory 2-19 Is an introductory education program which responds to the ○

education and diverse backgrounds of enrolled students conducted?
supplementary
education 2-20 Are any measures taken for students with lower basic
academic abilities such as supplementary education? ○

Internationalization 2-21 Is the strategy to embrace internationalization of education and ○

of education and research clearly implemented by the relevant business school?
research Also, are specific program for promoting internationalization
such as cooperation with overseas university established?

○
2-22 Does the business school has demonstrated results regarding
activities to promote internationalization such as cooperation
with overseas universities? Also, does the school have an
established plan for concrete activities?

Reflection of 2-23 Are the opinions and requests of the business world and other ○
opinions of faculty, external sources, as well as input from students, reflected in the
administration staff process of organization of the curriculum and setting of
and students educational levels? Is the procedure for reflecting such opinions,
etc, clearly documented?

12
Unique approaches 2-24 In case any unique approaches are taken for educational ○
programs, are the aim and content of such approaches effective
for the relevant business school to achieve its own mission,
goals, and educational objectives?

2-25 Is any mechanism maintained for examining the effectiveness ○

and results of the approach? Is there any mechanism maintained
for following up the result of examination to further
improvement?

13
2.2 Instruction, etc. 

In order for professional graduate business degree courses to attain satisfactory educational
results, it is vital for professional graduate schools of business to introduce appropriate methods
of instruction suited to the characteristics of the field of business, above all to adopt methods of
instruction that can combine both theory and practical applications to meet the expectations of
each professional field, and to maintain a system for implementing this effectively.

Professional graduate business degree courses must adopt the most effective teaching methods
according content of each individual class, such as dialogue or multi-sided discussions in class
based on case studies, external site inspections, or Q&A session and discussion.

Also, the schools must communicate teaching content, methods, requirements for completion,
etc., to students in advance.

For evaluation of academic achievement and credit approval, a proper mechanism for ensuring
fair and rigorous evaluations must be introduced in light of the purpose of the professional
graduate business degree course. In addition, relevant criteria and methods must be established
and clearly expressed in advance via the syllabus, etc., and the evaluation and approval process
must be made based on the documented criteria.

To attain their educational objectives, professional graduate schools of business must maintain a
learning guidance and counseling system in light of the diversity of experience and knowledge
students have gained and acquired before enrolling at the school, and provide appropriate
learning guidance to further promote students’ motivation for learning.

It is important for professional graduate schools of business consistently and proactively to

examine their curricula, class contents, and teaching methods, and to make effective use of the
results of such self-examinations, in order to improve the quality of the school’s education.

14
 Level
Item Evaluation perspective
Ⅰ Ⅱ
Teaching methods, 2-26 Are proper educational methods and class types adopted to ◎
etc. improve practical education, including lectures, discussions,
exercises, group study, case study analysis, games,
simulations, field study, internships, etc.?
(Article 8, Paragraph 1 of the Ordinance No.16)

2-27 Are the quality level and effectiveness of practical education ○

properly understood and are measures taken for enhancing
them?

2-28 When remote teaching is conducted using various ◎

technologies and media, is it intended for specialized fields
and class subjects for which adequate educational effects can
be expected?
(Article 8, Paragraph 2 of the Ordinance No.16)

2-29 When correspondence education is adopted for teaching, is it ◎

intended for specialized fields and class subjects for which
adequate educational effects can be expected?
(Article 9 of the Ordinance No.16)

2-30 Is the size of each class, as defined by the number of students, ◎

appropriate for attaining satisfactory results in consideration of
teaching content, method and facilities and equipment and
other educational conditions?
(Article 7 of the Ordinance No.16)

2-31 For class subjects for which individual teaching is required in ○

part, is the number of students appropriately determined?

15
Class plan, syllabus 2-32 Is a syllabus prepared, detailing the specific content and ◎
and learning teaching method of each class, listing materials to be used, and
registration outlining the yearly class schedule? Are learning expectations
specified in line with the aim of the curriculum organization?
(Article 10, Paragraph 1 of the Ordinance No.16)

2-33 Are class hours and time schedules, etc. prepared with due ○
consideration paid to effectiveness of students’ learning?

2-34 Are classes conducted properly according to the syllabus? ○

Credit approval and 2-35 Are the criteria and methods for evaluation of performance ◎
evaluation of and granting of credit approval established in accordance with
performance the goals of the relevant business school and clearly presented
to students via a syllabus, etc.?
(Article 10, Paragraph 2 of the Ordinance No.16)

2-36 Are evaluation of achievement and credit approval conducted ◎

in a unified fashion and fair and rigorous manner based on the
documented criteria?
(Article 10, Paragraph 2 of the Ordinance No.16)

2-37 For evaluation of achievement and granting of credit ○

approval, is a proper mechanism introduced to secure the
fairness and rigor of the evaluation process, for example by
responding to students’ complaints on evaluation of
achievement?

Completion of class 2-38 If the credits a student has acquired for class subjects he/she ◎
subjects at other has completed at another graduate school are approved as
graduate school and being equivalent to credits acquired at the relevant business
the like school, is such approval deemed useful for the student’s
education and is the decision made based on a method that
takes into consideration the integrity of the educational
standards and educational curriculum of the business school,
and is it in accordance with the legal standard?
(Articles 13 and 14 of the Ordinance No.16)

16
Learning guidance, 2-39 Is pertinent learning guidance given according to the chosen ○
etc. career track of each student, for example, by paying due
Organized training, consideration to diverse backgrounds before enrollment and
etc. for improvement career aspirations of the student?

2-40 Is a system for learning guidance and learning counseling by ○

faculty members maintained, for example, by offering
orientation for newly enrolled students and setting open office
hours? Is the learning support to students provided
systematically and effectively?

2-41 Is appropriate feedback provided systematically regarding ○

the results of examinations and evaluation of reports?

2-42 In the case of correspondence education or education using ○

diverse technologies and media, are learning support and
educational counseling properly provided?

2-43 Is a learning counseling system based on academic advisers ○

and teaching assistants, etc. maintained and is learning support
to students properly provided?

2-44 In the case of internships, etc., is there a mechanism for ○

confidentiality clearly documented in the regulations, etc. and
is appropriate guidance provided?

17
2-45 Is there a system for conducting organized training and ◎
research continuously and effectively (FD system)
maintained and properly implemented to improve the
teaching content and methods at the relevant professional
graduate business school and to enhance the qualifications of
the faculty members?
(Article 11 of the Ordinance No.16)

2-46 Is evaluation of classes by students systematically ○

implemented, and are the results disclosed to the public?
Also, does a mechanism exist to follow up on the results of
evaluation of classes by students for the purpose of improving
the quality of education? Moreover, does such a mechanism
function effectively in practice?

2-47 Are the opinions and requests of students and faculty and ○
staff members reflected in FD activity?

2-48 Do FD activities, self-study, etc. function effectively to ○

improve the business school’s educational program and
teaching methods, for example, in the ways they are reflected
in each faculty member’s educational program, class
management method, and teaching materials? Also, are any
measures taken for measuring the status and effectiveness of
these activities?

2-49 Is information on the status of students’ learning, etc. and ○

class contents/teaching methods of each faculty member, as
well as status of proactive efforts for improving education
and research, achievement, issues, etc. appropriately
communicated within the graduate business school campus,
among the people concerned with further improvement?

18
Unique approaches 2-50 In the case of unique approaches taken for the educational ○
program, are the aim and content of such approaches effective
for the relevant business school to achieve its own mission,
goals, and educational objectives?

2-51 Is any mechanism maintained for examining the achievement ○

of the approach? Is any mechanism maintained for following
up the result of examination for further improvement?

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2.3 Achievement, etc. 

Professional graduate business degree courses are expected to ensure that educational and
research activities are developed in accordance with the purpose of the professional graduate
degree course system and each professional graduate business school’s own mission, goals, and
educational objectives, and to produce consistent educational results.

Also, it is essential for professional graduate schools of business to maintain a system to track the
degree granting status, career options of students who have finished the course, evaluation and
working status of students after completing the course, and to evaluate the program’s
educational results in accordance with the school’s own mission, goals, and educational
objectives. The results of such evaluation should be utilized to facilitate improvement of quality
of the school’s education. In addition, it is desired that each school consistently examines its
educational content, method, results, etc.

Level
Item Evaluation perspective
I II
Number of degrees 2-52 Are degrees granted appropriately in proportion to the ○
to be granted admission capacity and actual number of enrollment?

2-53 Is a system for investigating and analyzing the status of ○

granting degrees maintained? Also, are the results of such
investigations and reviews disclosed within the school and to
the public on a regular and continuous basis?

Tracking the status, 2-54 Is there a system for tracking the career choice of students ○
career choice who have completed the course? Also, are the tracked results
working status of disclosed within the school and to the public on a regular and
students who have continuous basis?
finished the course
of students after 2-55 Is there a system for tracking the evaluation and working ○
completing the status, etc. of students who have finished the course? Also,
course are the tracked results disclosed within the school and to the
public on a regular and continuous basis?

Measurement of 2-56 Is there mechanism for evaluating educational effects in ○

educational effects accordance with the mission, goals, and educational
objectives?

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2-57 Are students who have completed the course graduated ○
successfully in accordance with the mission, goals, and
educational objectives?

2-58 Is the relevant business school undertaking the development ○

of an index and criteria for evaluating educational effects?

2-59 Is there any mechanism for systematically following up the

on evaluations of educational results to ensure the ○
improvement of educational content and methods?

21
3. Faculty 

Professional graduate schools of business must establish an appropriate faculty organization and
allocate appropriate faculty members so that they may fulfill the purpose of the professional
degree course program and achieve their own mission, goals, and educational objectives. In
addition, professional graduate schools of business must establish transparent procedures for
appointing faculty members who have a sufficient education and research ability, and
professional knowledge and experience to maintain education and research activities in the
future, and work to ensure fair application of such procedures.

Also, it is important for the schools to ceaselessly examine if their faculty organization functions
effectively, and work to improve and enhance it.

Level
Item Evaluation perspective
I II
Number of full-time 3-1 Is the legal standard for the number of full-time faculty ◎
faculty members members observed?
(Article 1, Paragraph 1 of the Notification of 53)

3-2 Is each full-time faculty member required to teach/lecture on ◎

one major subject only?
(Article 1, Paragraph 2 of the Notification of 53. However,
Supplementary Provision 2 of Standards for Establishing
Professional Graduate School shall apply until 2013)

3-3 In principle, do professors represent at least half of the legally ◎

required number of full-time faculty members?
(Article 1, Paragraph 3 of the Notification of 53)

Ability as a full-time 3-4 Do faculty members fall under either one of the following ◎
faculty member categories and possess high-level instruction ability for their
responsible specialized area?
1. Those who have educational or research achievements in their
specialized area
2. Those who possess high-level technique or skills in their
specialized area
3. Those who possess other superior knowledge and experience
in the specialized area
(Article 5 of the Ordinance No.16)

22
Practical faculty 3-5 Are practicing professionals included from among the full time ◎
members faculty members at a certain fixed percentage, as required for
the relevant field?
(Article 2 of the Notification No.53)

3-6 Do the faculty members with industry experience possess at ◎

least 5 years or more experience in practice and have they
demonstrated, high-level practical ability?
(Article 2 of the Notification No.53)

Composition of 3-7 Are full time faculty members allocated to teach basic level ○
full-time faculty subjects appropriate for the characteristics of the fields of
members by area, business, subjects for learning practical basic and skills, subjects
and allocation by for cultivating broad viewpoints and knowledge of peripheral
subject domains, subjects for developing basic knowledge, subjects for
learning advanced knowledge, etc.?

3-8 Are full time professors or associate professors allocated in ○

principle for classes deemed as core subjects in terms of their
educational importance at the relevant professional graduate
business school?

3-9 Are practicing faculty members allocated for subjects that ○

emphasize development of practical abilities in the field of
business management?

3-10 If classes deemed as core subjects in view of educational ○

importance are taught by faculty members who hold concurrent
classes, is such allocation of the members implemented based
on the appropriate criteria and procedure?

Structure of full time 3-11 To maintain the appropriate composition of full time faculty ○
faculty members members, is due consideration given to the balance, etc. of their
professional background, international experience, age, and
gender?

Recruitment, 3-12 Are the basic policies for the structure of faculty organization ○
appointment and including professors, associate professors, visiting professors,

23
promotion of faculty fixed term professors, lecturers, assistants, etc. clearly
members established, and is the faculty organization organized based on
these policies?

3-13 Are the criteria with appropriate content and regulations of ○

procedures for recruitment, dismissal, and promotion of faculty
members established and applied consistently? Particularly, is
educational leadership ability evaluated?

3-14 Are recruitment, appointment and promotion of faculty ○

members appropriately conducted in accordance with the
relevant regulations, under the responsibility of a full-time
faculty organization specific to the professional graduate
business school, such as a faculty council?

3-15 Does the system allow consideration to be given according to ○

the needs of education and research, for example, the
application of fixed term appointment and flexible treatment of
experts at home and from abroad who have high level of
expertise in specific fields?

3-16 Is due consideration given to the ensure successors for and ○

supporting substitute instructors for full-time faculty
members?

Education and 3-17 Are the class hours led by each full-time faculty member ○
research conditions determined within an appropriate range with due
for full-time faculty consideration to the time required for preparation for
member education and research activity?

3-18 Is an individual research budget for full-time faculty ○

members appropriately allocated?

3-19 Are faculty members guaranteed opportunities to engage in ○

research activity, such as by a system allowing a concentrated
research period (sabbatical leave)?

24
Evaluation of 3-20 Is there a mechanism for appropriately evaluating faculty ○
educational and members’ educational activities?
research activities,
etc. 3-21 Is there a mechanism for appropriately evaluating faculty ○
members’ research activities?

3-22 Is there a mechanism for appropriately evaluating faculty ○

members’ contribution to the management of the relevant
professional graduate business school?

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4. Student Admissions 

For their professional graduate business degree course, professional graduate schools of business
must admit students who are highly qualified to develop professional capabilities. Upon
graduation, students must be qualified to work actively and successfully as a professional. Prior
to admission, students must possess the basic academic ability to take advantage of various
educational activities provided by the relevant professional graduate business school.
Therefore, the schools must develop appropriate student recruitment and admission policies and
screening procedures that assure admission of sufficiently qualified students, and they must
admit students in a proper and fair manner such policies.

Level
Item Evaluation perspective
I II
Policies of 4-1 Are policies, selection methods and procedures for admissions ○
admissions of that meet the purpose of the business school program and fulfill
students the mission and goals, and educational objectives set by the
business school established and disclosed in advance to
applicants for admission and to the general public?

4-2 For selection of students, are students who fit the policies for ○
admissions, selection criteria and methods admitted based on
appropriate and objective evaluations?

4-3 Do student recruiting methods and selection methods provide ○

equally fair opportunities for all applicants eligible for
admission at the professional graduate business school?

4-4 Are explanatory meetings, open lectures, etc. held for ○

prospective students?

Implementation 4-5 Is the method for admission of students in accordance with the ○
system student admission policies adopted, and is actual screening of
applicants conducted under a responsible implementation
system in an appropriate and fair manner?

Diverse ways of 4-6 If more than one method for screening applicants exists, are the ○
screening prioritization of each method and the relation between them
defined appropriately?
Consideration for 4-7 Is there a mechanism or system to ensure applicants with ○

26
applicants with disabilities, etc. may take an entrance examination?
disabilities
Quota management 4-8 Are the ratio of enrollment number to enrollment quota and the ○
ratio of the actual number of enrollment to the admission
capacity properly controlled to consistently secure an
environment appropriate for education of the professional
graduate business school?

4-9 When the actual enrollment number is significantly above or ○

below the enrollment quota, is a proper adjustment made for
the relation between the enrollment quota and the actual
enrollment number, including remedial efforts to prevent a
recurrence?

Verification of 4-10 Is there an established organizational system and a mechanism ○

applicants screening for constantly verifying appropriate methods of admitting
method students including admissions policies, screening criteria,
screening methods, etc.?

27
 5. Students Services 

The professional graduate business degree course must properly maintain counseling and
support systems to assist students in their school campus life as well as a counseling and
guidance system to assist students in deciding their future career, and the existence of such
systems must be fully communicated to students.

In addition, in order to improve the support and guidance systems for students’ campus life and
to ensure that each student enjoys better specialized professional education, it is desired that, a
system be developed to enable feedback from students, via course subject evaluations, various
surveys and questionnaires, etc., with the aim of education system improvement.

Level
Item Evaluation perspective
I II
Establishment of 5-1 Is there an established support and counseling system for ○
support and counseling students’ school life?
system

Maintenance of 5-2 Is an appropriate counseling and support system for ○

students’ mental and maintaining and enhancing students’ emotional and physical
physical health health established?

Response to various 5-3 Are there regulations for preventing any kind of harassment ○
harassments and is a relevant counseling system properly established and
communicated to all students?

Economic support to 5-4 Is there an appropriate counseling and support system for ○
students providing scholarships and other means of economic support to
students?

Development and 5-5 Is there a career education planning system to assist students in ○
promotion of career the future after completion of the course, and is an appropriate
education counseling and guidance system maintained?

28
Counseling system 5-6 Is an appropriate counseling and support system for assisting ○
for future career students in their future career decision established?
decision
Consideration to 5-7 Is an appropriate support system for admitting students with ○
students with disabilities, etc. established?
disabilities

Consideration to 5-8 Is there an appropriate support system for accepting foreign ○

foreign students, students, adult students, etc.?
adult students
Improvement 5-9 Is there a mechanism established for continuously examining ○
support and the support and counseling system for students’ school life?
counseling system Also are necessary changes made for the continuous
improvement of this mechanism?

29
6. Maintenance of Education and Research Environments 

Professional graduate schools of business must maintain appropriate environments for

education and research so that they may fulfill the purpose of the professional graduate degree
course program and achieve their own mission, goals, and educational objectives. In addition,
professional graduate schools of business must establish transparent procedures for appointing
faculty members who have a sufficient education and research ability, and professional
knowledge and experience to maintain education and research activities in the future, and work
to ensure fair application of such procedures.

For this, professional graduate schools of business must maintain conditions to ensure that
faculty members can develop and exercise their academic creativity and accomplish adequate
results from their educational and research activities. Moreover it is important for faculty to
maintain a human support system for constantly improving and enhancing their educational
methods.

Professional graduate schools of business must properly maintain their facilities and equipment
in proportion to the size of their organizational scale, etc. such as the number of students,
number of faculty members, etc. so that they may fulfill the purpose of the professional graduate
school program and achieve their own mission and goals and educational objectives.
Furthermore they must maintain necessary and sufficient books and other reference materials for
educational and research activities during professional graduate degree course, and they must
ensure that such materials are utilized effectively.

In addition, the schools must maintain facilities and equipment to respond to the current
educational tools and technologies including computers, network systems, and other
information related facilities.

It is important to give due consideration to students with disabilities when preparing such
facilities and equipment.

30
 Level
Item Evaluation perspective
I II
Maintenance of 6-1 Is a support system to contribute to the education and research, ○
human support for teaching, technical and administrative staff, etc. maintained
system to help develop capable human resources in line with the
relevant professional graduate business school’s mission and
goals and educational objectives?

6-2 A system for facilitating educational results, such as a teaching ○

assistant system is adequately maintained.

Equipment and 6-3 Are lecture rooms, laboratory rooms and other facilities and ◎
facilities adapted to equipment properly established in proportion to the scale of the
the methods of professional graduate business school and in accordance with
instruction the methods of instruction?
(Article 17 of the Ordinance No.16)

Space for students 6-4 Are environments where students may study freely or exchange ○
information such as study rooms and a student center,
adequately maintained and effectively used?

Maintenance of 6-5 Are adequate environments for educational and research ○

laboratory, etc. activity for full time faculty members, including the
maintenance of individual laboratories, prepared?

Information related 6-6 Are information infrastructure and relevant supporting ○

facilities and human personnel systems necessary for students’ learning and for
system education and research by faculty members properly
established?

Maintenance and 6-7 Are facilities and equipment properly managed and modified in ○
improvement of response to changes in educational and research contents, social
facilities and circumstances, etc.?
equipment

Consideration to 6-8 Are appropriate facilities and equipment accessible for students ○
students with with disabilities and properly maintained?
disabilities

31
Maintenance of 6-9 Are various kinds of materials including books and electronic ○
books, etc. media in sufficient quantity and quality for the school students’
learning during the professional graduate business degree
course and for faculty members’ education and research
maintained in the library?

6-10 Are the rules on the use of library and the opening hours ○
determined with due consideration given to needs of students’
learning in the professional graduate business degree course
and faculty members’ education and research?

6-11 Does the library information system enable the sharing and ○
mutual use of academic information and materials including
books with other graduate business schools and research
institutes, etc. at home and abroad?

Financial base 6-12 Does the relevant professional graduate business school's own ○
financial base enable the school to adequately pursue
educational activity, etc. at the school?

Improvement of 6-13 Are an organization and system for continuously examining ○

education research the educational and research environments established in order
environments to track the opinions and requests of students and faculty
members? Are these opinions and requests utilizes for the
improvement, etc. of facilities? Also, are necessary
improvements made for the betterment of the educational and
research environments?

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7. Administration   

Universities that offer professional graduate business degree courses must maintain their own
organizational system for the administration of the relevant professional graduate business school. It
is the role of such an administration to define and document the school regulations based on the
relevant laws, ordinances, etc. and to strive to conform to them, so that they may fulfill the
professional degree course program and achieve the mission, goals, and educational objectives set for
the relevant business school.

Upon establishing and operating the administrative system and school regulations, etc. universities
must pay due consideration to enable originality, independence, appropriateness and efficiency of
decision making, autonomy of academic research, etc. of the administrative staff.

Furthermore, administration of the business school needs to be conducted in proper cooperation with
related faculties and departments and various other school-wide organizations.

Universities must work to improve the administration by appropriately examining and evaluating
the content of the school regulations to ensure that they properly reflect the social circumstances.

Universities also must appoint sufficient numbers of qualified administrative staff at the relevant
business school and ensure that it is adequately operated it and improved continuously, so that they
may fulfill the professional degree course program, and achieve the mission, goals, and educational
objectives set for the relevant business school.

Level
Item Evaluation perspective
I II
Maintenance of 7-1 Is a specific organizational system for the administration of the ○
in-school system and relevant business school maintained and are appropriate
regulations regulations for its activities established?

Observation of law, 7-2 Are related laws, ordinances, etc. and school regulations ◎
ordinance, etc. observed?

System for 7-3 Regardless of the initial conditions of establishment of the ○

management and professional graduate business school, are decisions made by
operation the school-specific, full-time faculty organization, such as a
faculty council, fully respected regarding important matters of
education, research, etc. concerning administration of the
professional graduate business school?

33
 7-4 Are appropriate standards established and properly followed ○
for the appointment, etc. of the chairperson of the
school-specific, full-time faculty organization that is responsible
for the administration?

Cooperation with 7-5 If the institution has established other faculties, departments, ○
related etc. which are relevant to the professional graduate business,
organizations are cooperation and role-sharing with those faculties and
departments properly maintained?

7-6 Are decisions and approvals properly and ethically handled on ○

agreements, contracts, etc. for promoting cooperation and
collaboration with enterprises, local government and other
outside organizations, as well as the receipt, management, etc.
of relevant funds?

Self-study and 7-7 Are examinations and evaluations of the content and form of ○
improvement the internal school regulations properly conducted for the
administration of the relevant professional graduate business
school?

7-8 Are efforts for improving the administration properly made ○

based on the examination and evaluation results?

Establishment of 7-9 Does the established administrative staff have the proper ○
administrative staff size/scale and functions to administer adequately the relevant
professional graduate business school and support its mission,
goals, and educational objectives?

Management of 7-10 Is the administrative organization effectively operated, ○

administrative staff including organic cooperation with various other organizations
as necessary?

Improvement of 7-11 Are measures taken and improvements implemented as ○

administrative staff necessary for developing the quality of the administrative
staff’s activities, including the introduction of systematic
training systems?

34
8. Self‐study 

So that they may realize their own mission, goals, and educational objectives, professional
graduate schools of business must maintain a mechanism such as Plan-Do-Check-Action (PDCA)
and consistently check and evaluate to lead them to the further improvement and reform.

In addition, the results of self-study conducted by each business school must be disclosed to the
general public.

Level
Item Evaluation perspective
I II
Self-study 8-1 Is a mechanism and organizational system for self-study ◎
developed, and is self-study implemented as an organizational
and continuous activity, based on appropriate items of
evaluation and established methods?

8-2 Are the results of self-study disclosed to the general public? ◎

Maintenance of 8-3 Is there a mechanism for following up the results of self-study, ○

mechanism for third-party evaluations, etc. to the improvement of educational
improvement and research activities of the relevant professional graduate
business school?

Improvement based 8-4 Are the results of self-study, third-party evaluation, etc. ○
on evaluation results effectively utilized for the improvement of educational and
research activities of the relevant professional graduate
business school?

35
9. Accountability 

Professional graduate schools of business must conduct school management transparently and
fulfill their accountability to society by actively disclosing information concerning the status of
their activities.

Level
Item Evaluation perspective
I II
Accountability 9-1 Does the professional graduate business school appropriately ○
disclose information concerning the school’s organization and
management as well as the status of its activities through its
websites, prospectus, etc. to ensure correct understanding of the
school by society in general?

9-2 Are there regulations and a system established to respond to ○

requests from inside and outside the school for the disclosure of
information?

9-3 Is there a mechanism for verifying if the current disclosure of ○

information appropriately fulfills the school’s accountability
established?

36