Aiming to Enhance the Quality of Management Education

ABEST21 Accreditation Results for

Graduate School of Business Administration, Nanzan University, Japan

March, 2016

ABEST21

THE ALLIANCE ON BUSINESS EDUCATION AND SCHOLARSHIP FOR TOMORROW, a 21st century organization

Tokyo, JAPAN

Preface The origin of ABEST21 (THE ALLIANCE ON BUSINESS EDUCATION AND SCHOLARSHIP FOR TOMORROW, a 21st century organization) dates back to October 28, 1994, when an international conference “Global Classroom” was held aiming at borderless management education. It was a virtual classroom regardless of the place using the cutting edge technology of online real time video conference system among the 7 business schools around the world. Global Classroom conference was held in June every year in Tokyo, and the reports on achievements were presented. While Global Classroom promoted the interchanges among students via virtual classroom, in order to promote the exchanges in reality, the Global Classroom conference was reorganized into Global Knowledge Network in June 28, 2002. International Partnership Agreement was concluded among the member schools to maximize the opportunities for international student and faculty exchange. In particular, the Global Knowledge Network activity included “Japan Seminar” which was developed into a weekly program for the foreign students who visit Japan, including joint lectures, visits to the Japanese companies, project presentation, etc. In this process the issues of globalizing the management education and the quality assurance of management education were raised by the members. Thus we decided to commit ourselves to the “accreditation” of management education, and on July 1, 2005, the Global Knowledge Network was reorganized into THE ALLIANCE ON BUSINESS EDUCATION AND SCHOLARSHIP FOR TOMORROW, a 21st century organization (ABEST21). Through the accreditation business, ABEST21 has promoted international joint research projects aiming at quality assurance of management education, including “Improving Quality of Management Education” in 2009, “Competencies of Management Professionals” in 2010, and “Enhancing the Quality of Business Management Education in a Globalized World” in 2012. Based on the research results we have developed our unique quality assurance system for management education. ABEST21 has been certified by the Japanese Minister of Education, Culture, Sports, Science and Technology as an accrediting institution for business schools on October 12, 2007, and on October 31, 2011, an accrediting institution for the field of intellectual property. As a result, ABEST21 has reviewed the quality assurance for 41 cases, 32 universities of 7 countries, from October 2007 to March 2016. ABEST21 changed its status from non-profit organization to general incorporated association in April 2014. Business Economics program is added on top of the MBA program for management education, and furthermore, effective fiscal 2016 we will conduct quality assurance for the undergraduate programs based on our experience and skills. ABEST21 will continue to strive to respond to the economic, social and cultural needs of the globalizing 21st century, aiming to nurture management professionals who can contribute to sustainable economic growth and peace in Asia. We will strengthen the ties with ASEAN Quality Assurance Network to form a base for quality assurance of management education in Asia.

March 2016 THE ALLIANCE ON BUSINESS EDUCATION AND SCHOLARSHIP FOR TOMORROW, a 21st century organization

Fumio Itoh, President

Contents

Part One: ABEST21 Quality Assurance System 1. Issues of the international development of educational quality assurance・・・・・・1 2. ABEST21 Organization 2016・・・・・・・・・・・・・・・・・・・・・・・・・3 3. ABEST21 Footsteps of the past 10 years ・・・・・・・・・・・・・・・・・・・・7 4. ABEST21 Quality Assurance System 2015・・・・・・・・・・・・・・・・・・13 5. ABEST21 Quality Assurance Process・・・・・・・・・・・・・・・・・・・・・19 6. ABEST21 Quality Assurance Standards・・・・・・・・・・・・・・・・・・・21 7. ABEST21 Peer Review members・・・・・・・・・・・・・・・・・・・・・・27

Part Two: Review Results 1. The Peer Review Results・・・・・・・・・・・・・・・・・・・・・・・・・31 2. The Educational Programs・・・・・・・・・・・・・・・・・・・・・・・・37 3. The Strategies for Quality Improvement・・・・・・・・・・・・・・・・・・41 4. The Self-Check Analysis・・・・・・・・・・・・・・・・・・・・・・・・・49 5. Quality Improvement Initiatives・・・・・・・・・・・・・・・・・・・115

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Part One: ABEST21 Quality Assurance System

1. Issues of the international development of educational quality assurance

On Tuesday, March 1, 2016, ABEST21 held a Joint Committee of Accreditation Committee and Peer Review Committee at Sony University, Sony Corporation. The Joint Committee reviewed the MBA programs and Business Economics Master Program for 2015 in terms of quality assurance. As a result of the review, the following programs were accredited. The results were announced on March 23 at the MEXT Press Club. A total of 10 schools were accredited for MBA program: 2 schools from Japan, 1 each from Malaysia, Russia and Thailand, and 5 from Indonesia. Also 1 Indonesian school was accredited for Business Economics Program. A total of 11 schools across 5 countries is one of the aspects of international development of ABEST21 accreditation activities. (MBA Program) ① Graduate School of Management, Kyoto University (Professional Graduate School) ② Master Program in Management, Graduate School of Business Administration, Nanzan

University (Professional Graduate School) ③ Faculty of Economics and Business, Universitas Airlangga, Indonesia ④ Graduate Program of Management and Business, Institut Pertanian Bogor, Indonesia ⑤ Faculty of Economics and Business, Universitas Lampung, Indonesia ⑥ PPM School of Management, Indonesia ⑦ School of Economics and Business, Universitas Telkom, Indonesia ⑧ Graduate School of Management, Management and Science University, Malaysia ⑨ Lomonosov Moscow State University Business School, Lomonosov Moscow State University、

Russia ⑩ Faculty of Business Administration, Chiang Mai University, Thailand (Business Economics Program) ⑪ Faculty of Economics and Business, Universitas Brawijaya, Indonesia

As of present, the number of schools accredited by ABEST21 is as follows. By year/country 2009.3 2010.3 2011.3 2012.3 2013.3 2014.3 2015.3 2016.3 Total China - - - - - 1 - - 1 Indonesia - - - 1 2 1 1 6 11 Japan 4 1 2 1 1 4 2 2 17 Malaysia - - 1 - - 2 4 1 8 Russia - - - - - - - 1 1 Singapore - - - 1 - - - - 1 Thailand - - - - - - 1 1 2 Total 4 1 3 3 3 8 8 11 41 As well known, ABEST21 was certified by the Japanese Minister of Education, Culture, Sports, Science and Technology as an accrediting institution for the business schools in October 2007. The initial activities focused on accreditation for Japanese professional graduate schools (business schools). However, since the accelerating development of economic, social and cultural globalization also called for globalization of the educational and research environment at the universities, the mission of the accrediting institution needed to be reviewed. An additional role of

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the accrediting institution included promotion of “maintenance of globalized research environment” with the aim to create smooth interchanges among universities through quality assurance of education. In order to “maintain globalized educational and research environment”, establishment of international education quality assurance system to promote interchanges among universities was essential. ABEST21 launched its international activities aiming to build such a system. In the process of international development, we learned the following important points. 1) Reviewing the “Mission Statement” based on reality. “Mission Statement” consists of 2 basic aims: “cultivation of personality” and “nurturing human resources to meet the social needs”. Business schools emphasize the latter aim – nurturing human resources to meet the social needs. The human resources needed by the society vary among countries, depending on the stages of economic development or the employment system. If such local factors are not taken into account by the local business schools, these schools will only produce stereotypical personnel following the major business schools dominating the world. It will be difficult to nurture human resources to meet the local needs. 2) Reviewing the issues concerning educational quality assurance from various viewpoints. In assessment of the educational and research activities, both global and local perspectives are required. It is important to have a good combination of review team members, including local and international members. Also the committee members who will review the draft accreditation results should be selected with care so that various opinions can be collected. 3) Sharing at all of the review stages. By using English as the international language in all the review process, including preparation of documents, discussion at committees, desk review of documents and on-site interviews with the administrative headquarters of university and the business school as well as students, the information is shared and objective assessment on various educational systems is realized. Accreditation must lead to quality assurance of education. If an accrediting institution merely evaluates the schools’ past educational and research activities by giving either “Pass” or “Fail”, the schools will not survive as a system in the future. Unless the schools reflect their uniqueness to their future based on their educational and research resources, and strive toward this future by enhancing the quality of education, they will not be able to meet the expectations of the stakeholders. Thus the accrediting institutions are responsible for not just evaluating the past activities of the business schools, but also for assessing their feasibility. Globalization of “accreditation” is not about producing stereotypical business schools.

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2. ABEST21 Organization 2016 1) ABEST21 Organization Chart

2) Executive Committee members

(Term: April 1, 2015 to March 31, 2017)

President and Founding Board member, Dr. Fumio Itoh Professor Emeritus, Aoyama Gakuin University, Japan

Vice President, Dr. Ilker Baybars Deputy Dean Emeritus, Carnegie Mellon University, USA

Vice President, Dr. Candra Fajri Ananda Dean, Faculty of Economics and Business, Universitas Brawijaya, Indonesia

Vice President, Dr. Xiongwen Lu Dean, School of Management, Fudan University, China

Vice President, Dr. Robert Sullivan Dean, Rady School of Management, University of California San Diego, USA

Vice President, Dr. Oleg Vikhanskiy Dean, Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia

Founding Board member, Kazuo Tanigawa Director, MITSUBISHI GAS CHEMICAL COMPANY, INC., Japan

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Founding Board member, Dr. Yoshihiro Tokuga Professor, Graduate School of Management, Kyoto University, Japan

Executive Secretary, Dr. Ming Yu Cheng Professor, Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia

Auditor, Dr. Kouichi Saitoh Professor, School of Business Administration, Nanzan University, Japan

3) Advisory Board members (Term: April 1, 2015 to March 31, 2017)

President, Dr. Fumio Itoh Professor Emeritus, Aoyama Gakuin University, Japan

Vice President, Dr. Ilker Baybars Deputy Dean Emeritus, Carnegie Mellon University, USA

Vice President, Dr. Candra Fajri Ananda Dean, Faculty of Economics and Business, Universitas Brawijaya, Indonesia

Vice President, Dr. Xiongwen Lu Dean, School of Management, Fudan University, China

Vice President, Dr. Robert Sullivan Dean, Rady School of Management, University of California San Diego, USA

Vice President, Dr. Oleg Vikhanskiy Dean, Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia

Board member, Kazuo Tanigawa Director, MITSUBISHI GAS CHEMICAL COMPANY, INC., Japan

Board member, Dr. Yoshihiro Tokuga Professor, Graduate School of Management, Kyoto University, Japan

Executive Secretary, Dr. Ming Yu Cheng Professor, Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia

Dr. Siriwut Buranapin Dean, Faculty of Business Administration, Chiang Mai University, Thailand

Dr. Arumugam Seetharaman Dean, SP Jain School of Global Management, Singapore

Dr. Ali Khatibi Dean, Graduate School of Management, Management & Science University, Malaysia

Dr. Azlan Amran Dean, Graduate School of Business, Universiti Sains Malaysia, Malaysia

Dr. Siti Zaleha Sahak Acting Director, Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia

Dr. Che Ruhana Isa Dean, Faculty of Business & Accountancy, Universiti Malaya, Malaysia

Dr. Shahizan Bin Hassan Acting Dean, Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Malaysia

Dr. Ari Kuncoro Dean, Faculty of Economics and Business, Universitas Indonesia, Indonesia

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Dr. Wihana Kirana Jaya Dean, Faculty of Economics and Business, Universitas Gadja Madah, Indonesia

Dr. Arief Daryanto Director, Graduate Program of Management and Business, School of Business, Institut Pertanian Bogor, Indonesia

Dr. Nury Effendi Dean, Faculty of Economics and Business, Universitas Padjadjaran, Indonesia

Dr. Kazuhiro Fukuyo Dean, Graduate School of Innovation and Technology Management, Yamaguchi University, Japan

Dr. Qinhai Ma Dean, School of Business Administration, Northeastern University, China

Dr. Tadashi Ono Program Chair, MBA Program in International Business, Graduate School of Business Sciences, University of Tsukuba, Japan

Dr. Shigeki Sadato Dean, Institute of Business and Accounting, Kwansei Gakuin University, Japan

Dr. Sudarso Kaderi Wiryono Dean, School of Business and Management, Bandung Institute of Technology, Indonesia

Dr. Yuji Yumoto Dean, Graduate School of Business Administration, Nanzan University, Japan

4) Division Directors Membership Division Director, Dr. Ilker Baybars Deputy Dean Emeritus, Carnegie Mellon University, USA

Deputy Director, Dr. John Benson Head, School of Business, Monash University Malaysia, Malaysia

Network Division Director, Dr. Xiongwen Lu Dean, School of Management, Fudan University, China

Accreditation Division Director, Dr. Robert S. Sullivan Dean, Rady School of Management, University of California San Diego, USA

Deputy Director, Dr. Arief Daryanto Director, Graduate Program of Management and Business, School of Business, Institut Pertanian Bogor, Indonesia

Research Division Director, Oleg Vikhanskiy Dean, Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia

Deputy Director, Dr. Ming Yu Cheng Professor, Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia

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3. Footsteps of the past 10 years 1) Start from scratch (July 2005 - ) On July 1, 2005, ABEST21 was established assisted by 16 business schools from the world, to form a Global Knowledge Network aiming to enhance the quality of management education at the business schools. In order to expand the Network activities as an organization, ABEST21 applied for and was authorized by the Governor of Tokyo as a non-profit organization on May 22, 2006. The origin of ABEST21 goes back to the first Global Classroom International Conference held on October 28, 1994. (photo) Counting from the start of the Global Classroom International Conference in 1994, ABEST21 has 20 years’ history. The Global Classroom International Conference was a cross-border, virtual classroom using online real-time TV conference system, which enabled 7 business schools from Japan and abroad to hold the joint lectures based on the cutting-edge information communication technology. On June 28, 2002, the Global Classroom International Conference was renamed as “Global Knowledge Network”. The Network united the deans of 13 universities from Japan and abroad, who entered into an International Partnership Agreement aiming at further globalization of management education at business schools by promoting student exchanges among the universities. The Global Knowledge Network was reorganized into ABEST21 on July 1, 2005, assisted by the deans of 16 business schools from the world, to conduct quality assurance of management education. October 28, 1994 Global Classroom Conference ABEST21 was founded in 2005, but its origins go back to 1994. The first Global Classroom Conference was organized by Dr. Fumio Itoh on 28th October 1994. “Global Classroom International Conference” was a consortium of 7 business schools around the world which promoted the sharing of management education at business schools by setting up a “virtual classroom” on the Pacific Ocean via online teleconference system using the cutting-edge information technology. June 28, 2002 Global Knowledge Network Conference On June 28, 2002, the Global Classroom International Conference was renamed as “Global Knowledge Network”. The Network united the deans of 13 universities from Japan and abroad, who entered into an International Partnership Agreement aiming at further globalization of management education at business schools by promoting student exchanges among the universities. The main goals of this new organization were to conduct research aimed at developing the educational methods for the Global Classroom, and to further improve the quality of business education. It also aimed to build a system to guarantee the quality of management education based on a global perspective. The schools participating in the Global Knowledge Network concluded the International Cooperative Partnership agreement and developed a substantial international knowledge exchange system for promoting the globalization of the management education. Seven business schools joined together in a Global Classroom Conference held on October 28, 1994.

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July 1, 2005 ABEST21 established Global Knowledge Network considered it an urgent issue to develop a system to enhance the quality of management education at the business schools. With this idea in mind, on June 28, 2004, at the Hakone Conference, the establishment of network aiming at the enhancement of management education at member schools was discussed, and the preparation to establish THE ALLIANCE ON BUSINESS EDUCATION AND SCHOLARSHIP FOR TOMORROW, a 21st century organization (ABEST21) was started. A year later, on July 1, 2005, assisted by 16 business schools from the world, the Network decided to establish ABEST21 as a mutual evaluation institution. The 16 business schools are as follows. ・Applied Finance Centre, Mcquarie University, Australia ・School of Management, Fudan University, China ・College of Business Administration, Northeastern University, China ・Mona Institute of Business, University of The West Indies, Jamaica ・Graduate School of International Management, Aoyama Gakuin University, Japan ・Institute of Business and Accounting, Kwansei Gakuin University, Japan ・Graduate School of Business Administration, Nanzan University, Japan ・Graduate School of Business Sciences, University of Tsukuba, Japan ・College of Business Administration, Seoul National University, Korea ・Faculty of Management, Multimedia University, Malaysia ・School of Business, Al Akhawayn University, Morocco ・Graduate School of Business Administration, Moscow State University, Russia ・Tepper School of Business, Carnegie Mellon University, USA ・School of Business, The College of William and Mary, USA ・McCombs School of Business, University of Texas at Austin, USA ・Rady School of Management, University of California San Diego, USA 2) Start-up of Accreditation Activities (October 2007 - ) ABEST21 stated its accreditation activities for Professional Graduate Schools, with business schools in Japan. ABEST21 applied for and was approved by the Ministry of Education, Culture, Sport, Science, and Technology (MEXT) as an accrediting organization for Professional Graduate School of Business (Business Management, Management of Technology, Finance, and Business Information) on of October 12, 2007. Up to March 2015 ABEST21 has conducted initial/maintenance accreditation for 25 schools. In March 2015, the first accreditation for Professional Graduate School of Management of Technology was completed. The field of accreditation by ABEST21 was extended in October 2011 when it was certified as an accrediting institution for professional graduate school of intellectual property also. Extension of accreditation activities led to the development of evaluation system for “enhancement of educational quality” based on extensive knowledge and experience. October 12, 2007 Approved as accreditation agency for the field of Management by MEXT ABEST21 was certified as an accrediting organization for Professional Graduate School of Business

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(Business Management, Management of Technology, Finance, and Business Information) on of October 12, 2007. March 2009-Japan The First ABEST21 Accreditation In March 2009, ABEST21 accreditation for the first time was given to the following four Japanese business schools: ・Graduate School of International Management, Aoyama Gakuin University

・Graduate School International Corporate Strategy, Hitotsubashi University

・Graduate School of Business Administration, Kobe University

・MBA Program in International Business, Graduate School of Business Sciences, University of Tsukuba

March 2011-overseas MBA Program-Faculty of Business Management and Professional Studies, Management and Science University became the first overseas school accredited by ABEST21. The Accreditation Certificate was granted on March 4, 2011, at the Fuji Xerox R&D Square in Yokohama Minato Mirai 21. October 31, 2011 Approved as accreditation agency for the field of Intellectual Property by MEXT On October 31, 2011, ABEST21 was certified as an accrediting agency for Professional Graduate School of Intellectual Property by the Minister of MEXT of Japan. Now that we cover the field of intellectual property, we have focused on the broader concept of “Improving the Quality of Management Education” and strive to establish a system to guarantee management education quality to nurture management professionals in Asian business schools, with Japan as a hub. December 16, 2013 The Network for Professional Graduate School Accreditation Agencies in Japan On Monday, December 16, 2013 at ABEST21 office, the network for conducting subject quality assurance and accreditation of professional graduate schools was established, consisting of three accreditation agencies: Japan Law Foundation, Japanese Institute of International Accounting Education, and ABEST21. Together with these agencies specializing in law and accounting, ABEST21 as a business accreditation institution will exchange opinions on specific issues that organizations conducting subject quality assurance and accreditation of professional graduate schools face. 3) Reciprocal Agreement with international accrediting institutions (April 2009 - ) International expansion of ABEST21 accreditation activities will be further promoted through cooperation with the accrediting institutions of the countries which applicant schools are based. It

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has become indispensable for ABEST21 to have reciprocal partnerships with other regional accrediting institutions. ABEST21 has concluded reciprocal agreements with EFMD (European Foundation for Management Development) in April 2009, BAN-PT (National Accreditation Agency for Higher Education of Indonesia, a government body) in August 2011, and AQAN (ASEAN Quality Assurance Agency, a government agency). In December 2013, ABEST21 has also set up the Network for Professional Graduate School Accreditation Agencies with Japan Law Foundation (accrediting institution for Law Schools in Japan), and Japanese Institute of International Accounting Education (accrediting institution for Accounting Schools in Japan) to exchange information. April 20th, 2009 Reciprocal Agreement with EFMD On April 20th, 2009, President Itoh visited the headquarters of EFMD in Brussels, Belgium and meet with Mr. Eric Cornuel, Director General, CEO of EFMD and Mr. Jim Herbolich, the Deputy Director General. After their discussion, both of them agree to sign a Reciprocal Membership Agreement as a way to work together towards ensuring the international standard of quality for management education. August, 1, 2011 Reciprocal Agreement with BAN-PT of Indonesia On Monday, August, 1, 2011, we visited BAN-PT (Badan Akreditasi Nasional Perguruan Tiggi), the accreditation committee of Indonesian Government, and exchanged views with Mr. Adil Basuki Ahza, Executive Sectretary of BAN-PT, on guaranteeing the quality of management education. We explained about ABEST21 Accreditation System and that University of Indonesia, Bandung Institute of Technology and University of Brawijaya are applicants from Indonesia at present. The number of Indonesian applicant schools is expected to increase in the future. It was agreed that ABEST21 and BAN-PT will establish a cooperative relationship to promote the exchange of information and cooperation to guarantee the quality of education required to meet the needs of the globalization age. Reciprocal Agreement will be concluded between the two parties. March 5, 2014 Reciprocal Agreement with ASEAN Quality Assurance Network (AQAN) Memorandum of Understanding (MOU) concerning management education quality assurance in Asia was signed by AQAN President Dr. Syed Ahmad Hussein and ABEST21 President Dr. Fumio Itoh on March 5, 2014 at Crowne Plaza Hanoi, Vietnam. Since many ASEAN schools have joined ABEST21 as school members, from Malaysia and Indonesia in particular, and the number of business schools applying for accreditation has increased, we will cooperate with AQAN in nurturing management professionals by active exchange of information on management education quality assurance.

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August 13, 2015 Memorandum of Arrangement with Malaysian Qualifications Agency (MQA) On August 13, ABEST21 signed the MOA (Memorandum of Arrangement) with the Malaysian Qualifications Agency (MQA) represented by Datuk Prof. Dr. Rujhan Mustafa (Chief Executive Officer of MQA), at the Ministry of Higher Education Malaysia in the presence of Minister Dato’ Seri Idris Jusoh (back row center in the photo). The main areas of co-operation covered by the Memorandum are: a) exchange of operational information, b) exchange of information on status of accreditation, c) mutual understanding of approaches to enhance the understanding of quality assurance in higher education, d) quality system to ensure the role of both agencies, e) promotion of developmental opportunities for the staff of both agencies, f) engaging reviewers from both parties, g) collaborative accreditation programs, h) sharing Good Practice Database, etc. The signing ceremony, which was also attended by the representatives of 12 ABEST21 member schools based in Malaysia, was followed by Minister Dato’ Seri Idris Jusoh’s press interview. President Itoh was invited to the luncheon, where he exchanged opinions with Minister Jusoh. Signing of MOA is the fruit of ABEST21’s effort and performance in assuring the educational quality at the Malaysian business schools. At present there are 12 ABEST21 school members in Malaysia, of which 7 schools have received ABEST21 Accreditation. October 14, 2015 Memorandum of Understanding with Office for National Education Standards and Quality Assessment (ONESQA) On October 14 at Bangkok International Trade and Exhibition Centre (BITEC), ceremony for signing of MoU between ABEST21 and ONESQA was held attended by Deputy Prime Minister Air Chief Marshal Prajin Juntong. The ceremony was held as part of the ONESQA’s 15th anniversary ceremony. Based on the MoU, ABEST21 and ONESQA will aim to develop a Quality Assurance Process to enhance the quality of education in Asia. 4) Change of status from Non-Profit Organization to General Incorporated

Association ABEST21 was established on July 1, 2005 and was certified by the Governor of Tokyo as a non-profit organization on May 22, 2006. Having gained the NPO status, ABEST21 was certified by the Japanese Minister of Education, Culture, Sports, Science and Technology as an accreditation institution for professional graduate school of business on October 12, 2007, and as an accreditation institution for professional graduate school of intellectual property on October 31, 2011. Until March 2014, ABEST21 has conducted accreditation for 18 business schools in and outside Japan. Unfortunately however, our efforts in international development of accreditation were never evaluated correctly, because ABEST21 is a non-profit organization. Therefore as a first step, we changed our status to a general incorporated association. Our next step is to become a public interest incorporated

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association by having our accreditation business for higher education in Asia recognized as serving the public interest.

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4. ABEST21 Quality Assurance System 2015 1) Purpose of Accreditation The mission of a business school is to nurture world-class management professionals who can compete in the age of advanced technology, social, economic, and cultural globalization, and accelerated informatization. To achieve the mission, it is indispensable to develop an education system at an internationally recognized level, accompanied by educational quality assurance. Accreditation by a third party must ensure not only the educational quality expected for the school to achieve, but also ensure educational quality enhancement to the stakeholders of the school. ABEST21 was founded on July 1, 2005, as an accreditation institution aiming to nurture world-class management professionals and enhance the quality of management education at business schools in the age of globalization. Business schools are responsible for nurturing capable management professionals who can contribute to world peace and prosperity, and the quality of business education is indispensable for achieveing this aim. In accrediting business schools, ABEST21 is involved in not only the quality assurance of education but in building the education system which will be the base for enhancement of education quality in response to the change of environment. Accreditation institution will assess the quality of educational research activities of the business schools in a fair and objective manner. In addition, it is responsible for supporting the establishment of education system which provides enhancement of educational quality through promotion of PDCA cycle operation toward the future. Thus ABEST21 Quality Assurance System aims to assess the system of management education quality enhancement in response to the changes of educational research environment, in addition to education quality assurance. 2) Main Viewpoints of Accreditation ABEST21 conducts accreditation on educational and research activities based on the following viewpoints, in order to achieve the aim of accreditation as above. 1) Positive reviews which enhance the distinctive features of management education at the School ABEST21 reviews the educational and research activities of the applicant school from the perspective that recognizes its distinctive features and aims to enhance the uniqueness of the school through utilizing its original educational and research resources. 2) Active reviews which promote globalization of the School ABEST21 reviews the educational and research activities of the School with the aim to promote globalization of the educational programs so that the School’s educational programs meet the needs of the globalized society. 3) Active reviews which enhance the quality of educational and research activities of the School ABEST21 reviews the educational and research activities of the School with the aim to enhance the quality of educational programs so that the School can provide world-class management education. 4) Social reviews to meet the needs of the School’s stakeholders ABEST21 reviews the educational and research activities of the School to meet the needs of the stakeholders in order to nurture world-class management professionals.

3) Scope of Accreditation The accreditation unit – an academic unit of the university which is seeking to earn or maintain quality assurance – must define the “scope of accreditation”, which is a statement of educational programs for which accreditation is granted. The academic unit is an organization (e.g. a faculty or school) through which educational programs are authorized, supplied with resources and overseen. In different countries there can be different accreditation units: for example, in Japan it is typically

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a Professional Graduate School, in Malaysia – a Graduate School of Business or a Graduate School of Management, in Indonesia - Magister Manajemen program in a Faculty of Economics and Business. Generally ABEST21 focuses on the management education in a broad sense, covering areas such as Business Administration, Management of Technology, Accounting, Finance, Intellectual Property and Management Information, and also Business Economics in relation to management education, as delivered by the Faculties of Economics and Business. Different degree-granting management programs (e.g. Bachelor’s, Master’s, MBA, etc.) which cover these areas are welcomed to apply for accreditation by ABEST21. But, in determining the “scope of accreditation,” the applicant academic unit needs to negotiate with ABEST21 to determine the inclusion or exclusion of departments or educational programs for the purposes of our review.

4) Period of Accreditation The effective period of accreditation is 5 years. Before expiry, the School is subject to another quality assurance by ABEST21. The first accreditation is “Initial Accreditation”, and the accreditation to continue with quality assurance is “Maintenance Accreditation”. In maintenance accreditation, Schools are expected to exceed the level of education quality enhancement achieved at the initial accreditation stage.

5) Analysis Guidance under Advisory System ABEST21 is responsible for providing appropriate advice on self-evaluation analysis so that the Schools can conduct it smoothly. Group guidance system is more effective than guidance given by individual mentors to enhance the accuracy of advice. Advisory team will be organized to provide necessary advice on an as-needed basis. 6) Review System In order to nurture world-class management professionals, management education needs to be implemented based on industry-academia collaboration. Thus quality assurance of management education also requires assessment based on industry-academia collaboration. To realize such assessment, ABEST21 sets up a committee to conduct peer review to provide substantial assessment as the first stage of accreditation. This “Peer Review Committee” consists of members who are experts in management education and research activities, in terms of academic theory and business practice. On the other hand, the management professionals nurtured by the School must respond to the needs of companies and other stakeholders. Therefore the second stage of accreditation is evaluation by the stakeholders. Moreover, the accelerating globalization of the economy requires the cultivation of global management professionals, and evaluation based on the global stakeholder perspective becomes indispensable. To meet the needs of the age, for the second stage of quality assurance ABEST21 sets up the “Accreditation Committee”, which will conduct assessment based on the global stakeholder perspective on the needs for cultivating management professionals. There are four key bodies involved in the review system. 1) Accreditation Committee The Accreditation Committee reviews the draft of the recommendation provided by the Peer Review Committee based on the global viewpoint of stakeholders. The result is reported to the ABEST21 Board of Trustees. 2) Peer Review Standing Committee The Peer Review Standing Committee composed of from 10 to 15 deans of school members. The

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Peer Review Standing Committee prereviews the Accreditation Plan and Desk Review Report, and also coordinate opinions of the Peer Review Committee. 3) Peer Review Committee The Peer Review Committee consists of members who are academic experts in management education and persons with considerable business experience. The Committee will conduct substantial assessment on “Accreditation Plan” and “Self-Evaluation Report” prepared by the School. For this purpose, “Peer Review Teams” are organized. 4) Peer Review Team The Peer Review Team consists of three to five members who are appointed by the Peer Review Committee. The Peer Review Team reviews the “Self-Evaluation Report” submitted by the School and enforces on-site interview, and then prepares the PRT Review Report.

7) Accreditation Standards and Items Management programs of the Schools are evaluated based on the standards and items covering the following areas. 1) Mission Statement 2) Educational Programs 3) Students 4) Faculty 5) Staff and Infrastructure Each of the above five chapters consists of accreditation standards, which include “basic perspective” and “detailed perspective”. The basic perspectives are fundamental and comprehensive criteria, whereas detailed perspectives function as evaluation items based on individual and specific perspective.

8) Steps of Peer Review The general process of accreditation is as follows. Initial Accreditation Step A-1: Reviewing ABEST21 Membership Application Step A-2: Reviewing Accreditation Eligibility ・Application for Initial Accreditation Eligibility The School submits the completed Accreditation Eligibility Application to the ABEST21. Upon receiving the application, Accreditation Eligibility Assessment Committee will examine the submitted documents and determine immediately whether to accept the application or not. Step B-1: Reviewing the Quality Improvement Plan (QIP) ・Submission of the QIP The School submits its QIP. In preparing the QIP, the School should define the Mission Statement, examine its fundamental strategy to realize the Mission Statement, and plan the actions to resolve the major kaizen issues, with the support of the advisory team. ・Reviewing the QIP The Peer Review Committee will judge whether the QIP is “Successful” or “Unsuccessful”. Successful: The QIP is analyzed appropriately by conducting self-evaluation based on the basic perspectives. The School is ready for business accreditation. Unsuccessful: The QIP has much room for quality improvement in its self-check analysis. At this stage the School is not ready for business accreditation. The successful School will proceed to preparation of Self-Check Report, and the unsuccessful School will resubmit the QIP.

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Step B-2: Reviewing the Self-Check Report (SCR) ・Submission of the SCR The School submits its SCR. In preparing the Report, the School analyzes the self-check based on the basic and detailed perspectives of the accreditation standards with the support of the advisory team. ・Reviewing the Self-Evaluation Report The Peer Review Committee entrusts the Peer Review Team (PRT) of the School with the review of the Self-Evaluation Report. PRT conducts document review and on-site interview and submits the PRT Review Report to the Peer Review Committee. Based on the Report, the Peer Review Committee prepares the Draft Recommendation. ・Informal announcement of the Draft Recommendation on Self-Evaluation Report and Coordination The Peer Review Committee informally announces the Draft Recommendation to the School, providing an opportunity for the School to give its comments or objections. If any objection is raised by the School, the Peer Review Team shall conduct a factual survey and coordinate the statement. ・Preparation of Recommendation for Accreditation After examining the coordinated Draft Recommendation, the Peer Review Committee finalizes the recommendation for accreditation and ranks the School based on the extent of meeting the accreditation standards and the perspectives for enhancing the education quality. There are four ranks from A to D, as below. The result is reported to the Accreditation Committee.

A: The School’s educational and research activities satisfy all or most accreditation standards. The quality maintenance and improvement of education and research are very promising and excellent. The School’s educational and research activities satisfy all or most accreditation standards. The quality maintenance and improvement of education and research are very promising and excellent.

B: The School’s educational and research activities generally satisfy the accreditation standards. The quality maintenance and prospects for the improvement of education and research are promising and good.

C: The School’s educational and research activities satisfy the accreditation standards. However, there is room for kaizen in quality maintenance and prospects for the improvement of education and research.

D: The School’s educational and research activities fail to satisfy many of the accreditation standards and leave many kaizen issues in quality maintenance and improvement. The School will be reviewed again after examining the result of one-year kaizen report.

Step D: Ratifying the School’s Accreditation ・Review by the Accreditation Committee The Accreditation Committee shall examine the Draft Recommendation for accreditation submitted by the Peer Review Committee and deicide by vote whether to submit it to the Board of Trustees. ・Ratification by the Board of Trustees Based on the recommendation of the Accreditation Committee, the Board of Trustees reviews the recommendation and finalizes the accreditation. The accreditation result is reported to the stakeholders after the ratification by the Board of Trustees. Kaizen Review Step F: Submission of the Kaizen Report The accredited School submits the Kaizen Report for the previous school year by the end of June every year. The Report clarifies the progress achieved in resolving the kaizen issues based on the action plan. ABEST21 will have the School’s Peer Review Team review the Kaizen Report and its

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correspondence with the action plan and prepare the Kaizen Report. Step G: Informal announcement of the Draft Recommendation on Kaizen Report and Coordination The Peer Review Committee informally announces the draft of the recommendation to the School, roviding an opportunity for the School to give its comments or objections. If any objection is raised by the School, the Peer Review Team shall conduct a factual survey and coordinate the statement. The School’s educational and research activities fail to satisfy many of the accreditation standards and leave many kaizen issues in quality maintenance and improvement. The School will be reviewed again after examining the result of one-year kaizen report. Step H：Preparation of Draft Recommendation on Kaizen Report The Peer Review Committee examines the coordinated Draft Recommendation based on the feasibility of the action plan and the effectiveness of the quality maintenance and improvement of education. The result is reported to the stakeholders.

9) Announcement of accreditation results ABEST21 informs the applicant school about the accreditation result. At the same time, ABEST21 announces the result to the authorities concerned. The result is also publicized through the ABEST21 Annual Report and the website. 10) Information Disclosure In order to enhance transparency and objectivity of accreditation, ABEST21 discloses information concerning accreditation standards, methods, implementation system, etc. and other appropriate information on its website. Upon request for disclosure, ABEST21 normally satisfies it except if it concerns personal information or information which may potentially jeopardize the legitimate interests of the School.

11) Guarantee Period Accreditation guarantee period is 5 years. The School is subject to accreditation by ABEST21 once every 5 years. 1) The first accreditation for the School is the Initial Accreditation. 2) The accreditation conducted within 5 years after the Initial Accreditation is Maintenance

Accreditation.

12) Compliance Rules for Committee Members For neutral and fair evaluation, ABEST21 prohibits members of the Accreditation Committee and the Peer Review Committee from being involved in any documentary and on-site evaluations conducted by the Peer Review Team which are directly related to the accreditation process of the applicant in the following cases: 1) Elimination of interested parties, etc. Committee members having a direct interest in the case do not make documentary or on-site evaluations. They are not allowed to vote on the evaluations or accreditation results of the committees. However, they are entitled to attend meetings and state opinions on topics not related to any actions which are taken. Members are qualified as having direct interest in the process in the following cases: ① The member is employed as an academic of the professional graduate school, full-time or in

conjunction with other institutions ② The member serves as a member of the board of the university ③ Other cases in which it is difficult for the member to make a fair and correct evaluation.

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2) Confidentiality Members are prohibited from leaking information obtained through the process of accreditation and the content of evaluations for schools which are being evaluated. Any information obtained as a committee member must be kept separate from other information and under strict control. 3) Disclosure of the names of the members During the process of accreditation the names of the members of the Accreditation Committee and the Peer Review Committee are not disclosed, so that fair and appropriate evaluations can be conducted. The names are disclosed only after the accreditation result is finalized.

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5. ABEST21 Quality Assurance Process A1 A2

B1 B2

B3 B4

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B5 B6

C1 C2

C3

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6. ABEST21 Quality Assurance Standards -ABEST21 経営分野専門職大学院認証評価基準-

制定：2006 年 07 月 02 日

改正：2009 年 10 月 16 日

改正：2012 年 02 月 22 日

改正：2014 年 03 月 08 日

第１章 教育研究上の目的

基準１：教育研究上の目的

基本視点：認証評価を申請する専門職大学院(以下「受審校」という。)は、教育研究の活動の意

思決定の指針となる「教育研究上の目的」を明確に規定し、明文化していなければならない。 細目視点１：受審校は、「教育研究上の目的」をグローバル化時代の要請に応えた国際的に通用す

る高度専門職業人育成に配慮した内容のものとしているか。

細目視点２：受審校は、「教育研究上の目的」をステークホルダーの意見を反映した内容のものと

しているか。

細目視点３：受審校の「教育研究上の目的」は、学校教育法第 99 条第 2 項の「高度の専門性が求

められる職業を担うための深い学識及び卓越した能力を培う」の規定から外れるものではないか。 細目視点４：受審校は、「教育研究上の目的」を受審校の発行する印刷物等、例えば、学則、入学

案内、授業要覧及び履修要綱等に、また、ホームページに掲載し、周知公表を図っているか。

基準２：「教育研究上の目的」の重要な要素

基本視点：受審校の「教育研究上の目的」は、企業等組織のマネジメントに係る高度専門職業人

育成に重要な要素を含む内容のもで、受審校が所属する大学の「教育研究上の目的」と整合して

いなければならない。

細目視点１：「教育研究上の目的」は、企業等組織のマネジメントに関する高度の専門知識・技能

及び基礎的素養を修得する内容のものとなっているか。

細目視点２：「教育研究上の目的」は、学生のキャリア形成に寄与する内容のものとなっているか。

細目視点３：「教育研究上の目的」は、所属教員の教育研究活動の推進に寄与する内容のものとな

っているか。

基準３：「教育研究上の目的」の継続的な検証

基本視点：受審校は、「教育研究上の目的」を継続的に検証していくプロセスを定め、教育研究環

境の変化に対応して見直していかなければならない。

細目視点１：受審校は、「教育研究上の目的」を検証する組織的な体制が整備されているか。

細目視点２：受審校は、「教育研究上の目的」の継続的な検証に必要な資料の収集及び管理の体制

を整備しているか。

細目視点３：受審校は、「教育研究上の目的」の検証プロセスにステークホルダーの意見を聴取す

る機会を設けているか。

基準４：「教育研究上の目的」の達成に必要な財務戦略

基本視点：受審校は、「教育研究上の目的」の達成のために必要な資金を獲得する短期的及び長期

的な財務戦略を策定していなければならない。

細目視点１：受審校は、「教育研究上の目的」の達成のために必要な財政的基礎を有しているか。

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細目視点２：受審校は、「教育研究上の目的」の達成のために必要な資金調達の戦略を立てている

か。

細目視点３：受審校は、「教育研究上の目的」の達成のために必要な予算措置をしているか。

第２章 教育課程等

基準５：学習目標

基本視点：受審校は、「教育研究上の目的」の達成のために、イノベーションと知見、グローバリ

ゼーション及び先端的な科学技術の普及等の要素を含む学習目標を明確に定めていなければなら

ない。

細目視点１：受審校は、学習目標をシラバス等に明記し、学生に周知公表をしているか。

細目視点２：受審校は、学習目標の達成のために、授業科目履修指導指針を定め、履修相談に応

じる配慮をしているか。

細目視点３：受審校は、学習目標の達成のために、学生、教員及び職員の間のコミュニケーショ

ンシステムを構築し、学修の相談及び助言の円滑化を図る方策をとっているか。

基準６：教育課程

基本視点：受審校は、「教育研究上の目的」の達成のために、教育課程を体系的に編成していなけ

ればならない。

細目視点１：受審校は、教育課程の編成において、「教育研究上の目的」を達成する理論的教育と

実務的教育の架橋に留意し、マネジメント教育研究及び実務の動向に配慮しているか。

細目視点２：受審校は、教育課程の編成において、企業等組織のマネジメントに係る高度専門職

業人育成に必要な高度の専門的知識・技能と高度の職業能力の修得、職業倫理観の涵養及び国際

的視野の拡大に配慮しているか。

細目視点３：受審校は、教育課程の体系的な編成において、マネジメント教育に必要なコア科目

への分類を含めて体系的に配置しているか。

細目視点４：受審校は、教育課程を検証するプロセスを明確に定め、継続的に検証しているか。

細目視点５：受審校は、他研究科の授業科目の履修、他大学との単位互換、インターンシップに

よる単位認定等の措置を講じているか。

細目視点６：受審校は、授業の方法において、実践的な教育を行うために事例研究、現地調査、

双方向又は多方向に行われる討論又は質疑応答その他の適切な授業の方法を導入しているか。

細目視点７：受審校は、授業の方法において、多様なメディアを高度に利用して通信教育の授業

を行う場合には、授業の実施方法の整備に努め、教育効果の向上に努めているか。

基準７：教育水準

基本視点：受審校は、学生の学修目標の達成のために、教育内容の水準を定めていなければなら

ない。

細目視点１：受審校は、教育内容の水準を維持していくために、学修環境及び学修指導体制を整

備しているか。

細目視点２：受審校は、教育内容の水準を維持していくために、１単位の授業科目の学修に必要

とされる授業時間を確保しているか。

細目視点３：受審校は、教育内容の水準を維持していくために、授業科目の時間割配置を適切に

し、授業科目の履修登録単位数の上限を設定し、授業科目の履修を適切にする指導をしているか。

細目視点４：受審校は、教育内容の水準を維持していくために、履修した授業科目の学業成績の

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評価基準及び教育課程修了の判定基準を明確に定め、学則等に記載し、学生に周知公表している

か。

細目視点５：受審校は、教育内容の水準を維持していくために、学業成績の評価及び課程修了の

判定を公正に実施し、客観性と厳格性が得られる措置を講じているか。

細目視点６：受審校は、教育内容の水準を維持していくために、授業科目の履修登録の学生数を、

授業の方法等の教育上の諸条件を考慮して授業の教育効果が十分に得られる適正な数としている

か。

細目視点７：受審校は、教育内容の水準を維持していくために、留学生等の学生の多様化に対応

した履修指導、学習相談及び進路指導等の学生支援を適切に行っているか。また、通信教育を行

う場合には、十分に配慮した学生支援を適切に行っているか。

細目視点８：受審校は、教育内容の水準を維持していくために、学生の科目履修及び単位取得の

状況等についての情報を教員間で共有し、必要な改善措置を講じているか。

細目視点９：受審校は、標準修業年限を短縮している場合には、「教育研究上の目的」に照らして、

十分な教育成果が得られる教育方法及び授業時間割設定の配慮をしているか。

基準８：教育研究の質維持向上の取組

基本視点：受審校は、「教育研究上の目的」の達成のために、組織的な教育課程の改善に取組まな

ければならない。

細目視点１：受審校は、開講する各授業科目の授業目的、授業内容、授業計画、授業方法、使用

教材、オフィスアワー及び授業評価基準等を明記し、学生の学修目標の達成に資する内容のシラ

バスを作成し、公開し、ピュアーレビューによるシラバスの検証をしているか。

細目視点２：受審校は、学生の科目履修状況、課程修了状況、単位取得状況、学業成績状況及び

進路状況等の調査から、また、ステークホルダーの意見等から、教育課程の改善の検証をしてい

るか。

細目視点３：受審校は、教育研究の質維持向上を図るために、自己点検評価を継続的に行い、そ

の評価結果を広く社会に公表しているか。

細目視点４：受審校は、教育研究の質維持向上を図るために、組織的な研修をしているか。

細目視点５：受審校は、教育研究の質維持向上を図るために、教員の優れた教育及び研究の業績

を評価する制度を整備しているか。

第３章 学生

基準９：求める学生像

基本視点：受審校は、「教育研究上の目的」の達成のために、本教育課程の教育を受けるに望まし

い学生像を明確にしていなければならない。

細目視点１：受審校は、入学者選抜において求める学生像の学生を実際に入学させているか。

細目視点２：受審校は、入学志願者層に入学者選抜を受ける公正な機会を提供しているか。

細目視点３：受審校は、「教育研究上の目的」の達成を担う学生像を継続的に検証しているか。

基準 10：アドミッション・ポリシーと入学者選抜

基本視点：受審校は、入学者選抜において、アドミッション・ポリシー(入学者受入方針)を明確

に定め、明文化していなければならない。

細目視点１：受審校のアドミッション・ポリシーは、「教育研究上の目的」を達成する内容のもの

となっているか。

細目視点２：受審校は、アドミッション・ポリシーとアドミッション・ポリシーに従った入学出

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願資格条件を募集要項等の印刷物に明確に記載し、入学出願者に周知公表しているか。

細目視点３：受審校は、入学者選抜において、出願者の適性及び能力等を客観的かつ厳格に評価

する選抜をしているか。

細目視点４：受審校は、入学者選抜において、実入学者数が入学定員を大幅に超える、又は大幅

に下回る状況になっていないか。また、その場合には、これを改善するための取組を行うなど入

学定員と実入学者数との関係の適正化を図っているか。

細目視点５：受審校は、入学者選抜において、経済のグローバル化に対応して多様な知識または

経験を有する入学生の多様化に努めているか。

基準 11：学生支援

基本視点：受審校は、学生の学業継続のために、適切な学生支援体制を整備していなければなら

ない。

細目視点１：受審校は、経済的支援を求める学生に対して、必要な措置を講じているか。

細目視点２：受審校は、学生の進路指導及びキャリア形成支援及び海外留学支援を求める学生に

対して、必要な情報収集、情報管理、情報提供及び学生相談等の支援を行う事務組織体制を整備

しているか。

細目視点３：受審校は、学生生活の支援を求める学生に対して、学業及び学生生活に関する相談・

助言等を行う支援体制を整備しているか。

細目視点４：受審校は、特別な支援を求める留学生及び障害のある学生に対して、学習支援及び

生活支援等を適切に行っているか。

基準 12：学生の学業奨励

基本視点：受審校は、「教育研究上の目的」の達成のために必要な学生の学業奨励の取組をしてい

なければならない。

細目視点１：受審校は、学業成績優秀な学生に対して報奨する制度を整備しているか。

細目視点２：受審校は、学業継続の困難な学生に対して経済的支援や学習支援等の相談を行う体

制を整備しているか。

細目視点３：受審校は、学生の学業奨励のために、入学時や新学期授業開始前に、また、教育課

程の変更時にオリエンテーションを実施しているか。

第４章 教員組織

基準 13：教員組織

基本視点：受審校は、「教育研究上の目的」の達成のために必要な教員組織を整備していなければ

ならない。

細目視点１：受審校は、教育課程における専任の教員を必要と認められる数、任用しているか。

細目視点２：受審校は、教員組織の構成において、「教育研究上の目的」の達成のために必要と認

められる授業科目に必要かつ十分な専任の教授又は准教授を任用しているか。

細目視点３：受審校は、教員組織の構成において、「教育研究上の目的」の達成のために必要と認

められる実務家教員を任用しているか。

細目視点４：受審校は、教員組織の構成において、「教育研究上の目的」の達成のために必要と認

められる専任の教員と非専任の教員との割合に配慮しているか。

細目視点５：受審校は、教員組織の構成において、教員の年齢、性別及国籍等の多様性に配慮し

ているか。

細目視点６：受審校は、開講授業科目について高度の教育上の指導能力があると認められる下記

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の各号に該当する専任の教員を、専攻ごとに「文部科学大臣が別に定める数」（平成 15 年文部科

学省告示第 53号第１条。以下同じ。）を置いているか。

１）専攻分野について、教育上又は研究上の業績を有する者

２）専攻分野について、高度の技術・技能を有する者

３）専攻分野について、特に優れた知識及び経験を有する者

基準 14：教員の資格

基本視点：受審校は、「教育研究上の目的」の達成のために必要な教育上の指導能力を有する教員

を任用していなければならない。

細目視点１：受審校は、教員の任用及び昇任に関する規則及び基準を定めているか。

細目視点２：受審校は、教員の任用及び昇任に関する審査プロセスを明確に定め、客観的な審査

をしているか。

細目視点３：受審校は、最近５年間の教育研究業績等により教員の教育上の指導能力を評価する

組織的な取組をしているか。

細目視点４：受審校は、専任教員の最近５年間の教育研究業績の資料を開示しているか。

細目視点５：受審校は、実務家教員の実務経験について定期的に評価を行い、授業科目担当の割

り当てを適切に行っているか。

基準 15：教員に対する教育研究支援

基本視点：受審校は、教員の教育研究活動を推進していくために必要な教育研究環境の整備をし

ていなければならない。

細目視点１：受審校は、教員の教育研究活動の推進と教員の授業担当時間数との関係について、

適切な範囲内にとどめるように配慮しているか。

細目視点２：受審校は、教員の教育研究活動の推進に必要な研究費獲得の支援体制を整備してい

るか。

細目視点３：受審校は、教員の教育研究活動の推進に必要な事務職員及び技術職員等の支援体制

を整備しているか。

細目視点４：受審校は、教員の教育研究活動の推進に必要な教育課程の活性化を図る適切な措置

を講じているか。

基準 16：教員の任務

基本視点：教員は、「教育研究上の目的」の達成のために、ステークホルダーとの意思疎通を図り、

学術研究の推進に努め、「教育研究上の目的」を達成する授業の実現を図っていかなければならな

い。

細目視点１：教員は、自己点検評価及び学生の授業評価の結果に基づいて、授業の内容、使用教

材及び授業方法等の改善を絶えず行っているか。

細目視点２：教員は、学習目標の達成のために、先端的な高度専門的知識・技能の教授に努めて

いるか。

細目視点３：教員は、学習目標の達成のために、オフィスアワーの設定及び電子媒体等を通じて

学生との対話を積極的に図り、学生の学習指導に努めているか。

第５章 管理運営と施設設備

基準 17：管理運営

基本視点：受審校は、「教育研究上の目的」の達成のために、教員の教育研究活動を適切に支援し

26

ていく管理運営体制を整備していなければならない。

細目視点１：受審校は、「教育研究上の目的」の達成のために必要な管理運営事項を審議する教授

会及び委員会等を設置し、審議事項を尊重し、教育研究環境を整備していく体制を講じているか。

細目視点２：受審校は、受審校の設置形態及び規模に応じた管理運営及びグローバル化に対応し

た事務組織を整備しているか。

細目視点３：受審校は、「教育研究上の目的」の達成のために、専任教員の教育研究活動に応じた

規模と機能を持った管理運営組織を設けているか。

基準 18：施設支援

基本視点：受審校は、「教育研究上の目的」の達成のために、教育研究活動の推進に必要な施設及

び設備等を整備していなければならない。

細目視点１：受審校は、教育効果の向上を図る教室、演習室及び実習室等の教育研究施設及び設

備等の質的かつ量的な整備をしているか。

細目視点２：受審校は、専任教員ごとに個別の研究室を用意しているか。

細目視点３：受審校は、図書、学術雑誌及び視聴覚資料その他の教育研究上必要な資料を系統的

に収集しているか。

細目視点４：受審校は、受審校の教育研究組織及び教育課程に応じた施設及び設備を整備し有効

に活用しているか。

細目視点５：受審校は、学生の自主的な学習を促進する学習環境を十分に整備し、学生の利用に

供しているか。

27

7. ABEST21 Peer Review members

1) ABEST21 Accreditation Committee Term: April 1, 2015 – March 31, 2017

Chair Takeshi Hibiya, Advisor, Fuji Xerox Co., Ltd., Japan

Vice Chair Candra Fajri Ananda Dean, Faculty of Economics and Business, University of Brawijaya, Indonesia

Vice Chair Ilker Baybars Dean and CEO, Carnegie Mellon University-Qatar Deputy Dean Emeritus, Tepper School of Business, Carnegie Mellon University, USA

Vice Chair Arfah Binti Salleh President & CEO, Putra Business School, Malaysia

Toshiharu Aoki Member of the Board of Directors, Seiko Epson Corporation, Japan

Ming Yu Cheng Professor, Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia

Takeshi Fukui Project General Manager, Toyota Institute, TOYOTA MOTOR CORPORATION, Japan

Jun Kanai Representative Director President, Toshiba Human Resources Development Corporation, Japan

Mika Kumahira President, Atech Kumahira Co., Ltd., Japan

Xiongwen Lu Dean, School of Management, Fudan University, China

Katsufumi Mizuno Patent Attorney and President, Hikari Patent Office, Japan

Teruyasu Murakami Member of the Board of Directors, NTT DOCOMO, INC., Japan

Tadashi Okamura Advisor, Toshiba Corporation, Japan

Robert S. Sullivan, Dean, Rady School of Management, University of California San Diego, USA

Oleg Vikhanskiy Dean, Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia

Hiroshi Yamamoto Deputy Senior General Manager, Human Resources Division, Sony Corporation, Japan

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2) ABEST21 Peer Review Committee Term: From April 1, 2015 to March 31, 2017

Chair Arfah Binti Salleh President & CEO, Putra Business School, Malaysia

Vice Chair Hirotaka Kawano Dean, Graduate School of Management, Kyoto University, Japan

Vice Chair Arief Daryanto Director, Graduate Program of Management and Business, School of Business, Institut Pertanian Bogor, Indonesia

Azlan Amran Graduate School of Business, Universiti Sains Malaysia, Malaysia

Candra Fajri Ananda Dean, Faculty of Economics and Business, Universitas Brawijaya, Indonesia

Sujinda Chemsripong Dean, Faculty of Business, Economics and Communications, Naresuan University, Thailand

Nury Effendi Dean, Faculty of Economics and Business, Universitas Padjadjaran, Indonesia

Kazuhiro Fukuyo Dean, Graduate School of Innovation and Technology Management, Yamaguchi University, Japan

Shahizan Bin Hassan Acting Dean, Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Malaysia

Kazuo Ichijo Dean, Graduate School of International Corporate Strategy, Hitotsubashi University, Japan

Che Ruhana Isa Dean, Faculty of Business & Accountancy, Universiti Malaya, Malaysia

Chiaki Iwai Dean, Graduate School of International Management, Aoyama Gakuin University, Japan

Ali Khatibi Dean, Graduate School of Management, Management & Science University, Malaysia

Katsuhiko Kokubu Dean, Graduate School of Business Administration, Kobe University, Japan

Ari Kuncoro Dean, Faculty of Economics and Business, Universitas Indonesia, Indonesia

Wihana Kirana Jaya Dean, Faculty of Economics and Business, Universitas Gadja Madah, Indonesia

Qinhai Ma Dean, School of Business Administration, Northeastern University, China

29

Tatsuyuki Negoro Director, Waseda Business School, Graduate School of Commerce, Waseda University, Japan

Tadashi Ono Program Chair, MBA Program in International Business, Graduate School of Business Sciences, University of Tsukuba, Japan

Gagaring Pagalung Dean, Faculty of Economics and Business, Universitas Hasanuddin, Indonesia

Shigeki Sadato Dean, Institute of Business and Accounting, Kwansei Gakuin University, Japan

Arumugam Seetharaman Dean, Academic Affairs, SP Jain School of Global Management, Singapore

Suharnomo Dean, Faculty of Economics and Business, Universitas Diponegoro, Indonesia

Sudarso Kaderi Wiryono Dean, School of Business and Management, Institut Teknologi Bandung, Indonesia

Yuji Yumoto Dean, Graduate School of Business Administration, Nanzan University, Japan

Mohd Zaher Mohd Zain Dean, Graduate School of Business, Universiti Kebangsaan, Malaysia

Siti Zaleha Sahak Acting Director, Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia

30

31

Part Two: Review Results

1. The Peer Review Results 1) The School’s Mission Statement In April 2007, in keeping with the Nanzan University’s educational policy and the Professional Graduate School Establishment Standards, the Professional Graduate School created its mission statement and was stipulated in Clause 3 of Article 5 of the Regulations for Nanzan University Graduate School Mission as follows: “The Graduate Program in Business Administration (professional degree program) aims to cultivate professionals who are equipped with the knowledge, skills, ideas, and a conceptual framework of a higher order to make it possible to conduct effective management in a globalized business environment, and who at the same time are properly mindful of the Nanzan University motto - “For Human Dignity.” They will also be ready to carry out their social responsibilities from the standpoint of business ethics and contribute to the development of both regional and international society.” Furthermore, in the application for the establishment of the Professional Graduate School, the people who embody “the mission of our program” are also referred to as “the talent to be nurtured.” It states: “the Graduate Program in Business Administration aims to cultivate skilled professionals equipped with the knowledge, skills, ideas, and the conceptual framework that enables them to accomplish effective business administration in the context of fierce global competition. First, they will be business professionals who are conscious of the tenet of “For Human Dignity” that is the school motto of Nanzan University, carrying out social responsibilities in their business practices as citizens of global society from the standpoint of business ethics and environmentally friendly management. Second, they will possess strengths in the fields of manufacturing and logistics, as well as strengths in terms of collaboration with companies in Asian countries, matters that reflect the clear needs of local industries and society in the Tokai region.” As mentioned above, the “mission of our program” is to develop the “the knowledge, skills, ideas, and a conceptual framework of a higher order to make it possible to conduct effective management in a globalized business environment” and “the talent to be nurtured” is “those people who possess strengths in terms of collaboration with companies in Asian countries.” In this respect, this graduate program satisfies the present-day needs with respect to the globalization of the economy and society. Also, with regard to sustainable development that is in harmony with the environment, a matter that is often discussed these days, the “mission of our program” addresses these needs by fostering people who carry out their social responsibilities conscious of the motto of Nanzan University: “For Human Dignity.” The “talent to be nurtured” represents those who “carry out social responsibilities in business practices from the standpoint of environmentally friendly management”. The Tokai region, where our University is located, has made a particularly significant contribution to the Japanese economy as the industrial base of our country’s manufacturing. Because having a global strategy is such an important focus in the Tokai region, these days many companies call for the fostering of larger numbers of highly capable professionals who are able to excel in this new business environment. This graduate program addresses the present-day management issues of business ethics, social responsibility, environmentally friendly management that are also the prerequisites for many under-globalizing firms to achieve sustainable development. The people to be nurtured in this graduate program will acquire the knowledge, skills, ideas, and the conceptual framework of a higher order that will enable them to be effective in a global business. At the same time they will carry out their social responsibilities from the standpoint of business ethics, keenly conscious of the motto of Nanzan University: “For Human Dignity.” In this sense, this graduate program effectively meets the present-day needs of the Tokai region.

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2) The School’s Scope of Accreditation The educational program described in Section 5 seeks accreditation as an organization conferring the degree of Master of Business Administration (Professional). PRT Comments: The educational program described here seeks accreditation as an organization conferring the degree of Master of Business Administration (Professional). 3) The Peer Review Team Chair Dr. Hiroshi Takamori

Professor, School of Accounting, LEC Graduate University, Japan Member Dr. Naoshi Uchihira

Professor, School of Knowledge Science, Japan Advanced Institute of Science and Technology, Japan

Member Dr. Yudi Azis Associate Professor, Faculty of Economics and Business, Universitas Padjadjaran, Indonesia

4) Review Schedule Process Committee Date Ratification of the Accreditation Plan Peer Review Committee Nov. 7, 2014 Ratification of Self-Evaluation Report Peer Review Committee Oct. 19, 2015 Implementation of the on-site interview Peer Review Team Nov. 27, 2015 Ratification of the PRT Review Report Peer Review Committee Mar. 1, 2016 Reccomendation of the ABEST21 Accreditation Accreditation Committee Mar. 1, 2016 Ratification of the ABEST21 Accreditation Board of Trustee Mar. 2, 2016 5) The Peer Review Results We evaluate that the Graduate Program in Business Administration, Nanzan University, fulfills most of the basic and detailed standards stipulated by ABEST21 at the levels of “excellent” or “good”. The only reservations that concern us, the peer reviewers, are as follows. While the mission statement upholds the aspiration for cultivating professionals who are able to conduct effective management in a globalized business environment, the global or international perspectives are not clearly visible in the program design. The School appears to have no formal ties with foreign institutions for collaborative education

or research. We see no exchange programs at the level of faculty as well as students. Both the faculty and student bodies are not so international in composition. The improvement in communication skills in English language are paid little attention. The

school rather notes the needs for Japanese language training for some few foreign students. The outlook here is rather inward-looking rather than global-looking.

The mission statement also pronounces the aims of nurturing business persons with strength in terms of collaboration and needs of local companies in the Tokai as well as Asian regions. The School apparently identifies the Tokai companies as one of the major stakeholders of the Program. From this standpoint, the School unfortunately finds itself in the position as follows.

The Program here are placing too much emphasis on theory and lecture in the eyes of the potential MBA seekers.

The School is yet to institute some formal arrangements with Tokai companies so that the

33

faculty members and industrialists get involved in some non-degree executive program or in developing real-world business-cases collaboratively.

New facts based on the on-site interview The continued low numbers of the applicants far below the capacity appear to entail the

following problems. The School has been unable to be selective and choose the students who meet its target

student profile. The student body, as a result, is quite heterogeneous: there are fresh graduates of the

undergraduate programs with no work experience, veteran business retirees, foreign workers stationed in Japan but not fluent in Japanese, and students who are not yet employed and seeking a job at present, etc.

Instructors may be at odds as to how to teach effectively the learners of such diversity in basic knowledge, experience and intellectual maturity.

With a few enrolled students in class (mostly not more than five), it would be hard to adopt the participatory type of instruction implying intensive interaction between students, such as Management Game, Case method, team projects, etc. Hence, instructors are obliged to rely upon lecture-based teaching.

As the above becomes known to the public, the Program attracts less of potential learners, trapping the School in a vicious circle.

The School is working assiduously to enrich the courses related to practical education such as Research Project I and II, and “Industry-Government-Academia Collaborative Project” in which collaborative companies, organizations and NPOs are actively involved. These practical education courses, if fulfilled, promise to make the Program much more attractive.

Some of the issues involving financial requirements, faculty structure and renewal of the curriculum are subject to the University policy and are beyond the discretion of the division in charge of this Program. The President and Vice President, in interview, expressed the following views: The University has been sufficiently supportive of this program, but is not in a position to

shore up a new development, for example opening an extension class in the center city of Nagoya.

The present low level of the applicants and enrollment may be partly due to the tradition, whereby the toils for MBA degree are not well rewarded in terms of career development in this country. With these reviews combined, we conclude our evaluation as follows. “The Program’s educational and research activities generally satisfy accreditation standards. The Program’s Quality Improvement plans are good and quality maintenance and prospects for the improvement of education and research are promising.” 6) The Period of Quality Assurance Accreditation commences from April 1, 2016 to March 31, 2021 for a five-year period. 7) Good Practices in Management Education Uniqueness in management education The responsible management education is enriched by the following courses: Business ethics, CSR (Corporate Social Responsibility), CSV (Create Shared Values) and environmentally-friendly management, etc. The Program also aspires for cultivating professionals with a focus on manufacturing and logistics as well as collaboration with Asian countries.

34

To enable us to realize our mission statement, the curriculum of the School’s educational program has the following features: 1. Practical education that matches the needs of the Tokai region One of the features of the education offered by our program is that it meets the globalization needs of the manufacturing industry located in the Tokai region. In order to foster people who have an advantage in terms of collaboration with companies in the various countries and regions of Asia, among the advanced courses we have set up many courses covering business administration in Asia, Toyota Production System, and Logistics. The curriculum has the following four features, which correspond to the four learning goals explained in Section 5. 2. Responsible management education that upholds the University’s educational motto “For Human Dignity” In order to achieve Learning Goal no. 1: “Cultivate a firm conviction and flexible decision-making ability based on careful consideration of what business ethics and corporate social responsibility mean in the global 21st century,” we teach our students from the standpoint of business ethics and environmentally-oriented management. For this reason, the program has established Business Ethics among its core courses and Environmentally-oriented Management and CSR courses (seven courses) in the advanced courses. 3. Practical courses to improve practical problem-solving ability In order to achieve Learning Goal no. 2: “Nurture a broad perspective, the ability to think through issues logically, and the management ability to get things done,” practical courses have been established within our program. The practical courses are offered in order to develop practical problem-solving ability. Research Projects, carried out as group research, extend team building and leadership abilities. We offer a joint supervision framework, which involves multiple advisors, including both academically qualified faculty members and professionally qualified faculty members. 4. Advanced courses that offer a flexible response to the various career plans sought by students Advanced courses have been established in our program in order to achieve Learning Goal no. 3: “Further enhance the advanced expert knowledge and practical ability required to be successful business professionals.” Having gained an understanding of the basic theories and essence of business students further enhance their own particular professional skills through the advanced courses. These consist of the following seven course groups: “Accounting” (9 courses), “Finance” (7 courses), “Human Resource Management” (12 courses), “Strategy” (9 courses), “Marketing” (9 courses), “Operations Management” (9 courses), and “Environmentally-oriented management and CSR” (7 courses). 5. Thorough understanding of the basic theories and essence of business In order to achieve Learning Goal no. 4: “Learn the theories and analytical tools that form the foundation of business practice, including a basic knowledge of the main functional areas in business and analysis of financial reports,” we offer core courses to instruct students in the basic theories and essence of business. These courses are compulsory for first year students. In addition, we have set up introductory courses for students who did not come equipped with a sufficient grasp of accounting and mathematics, so students with diverse backgrounds and experience are able to be admitted to our program. Good Practice: “Responsible management education for human dignity” Responsible management education upholding the University motto “For Human Dignity”, and responsive to the needs of local industries and society in Tokai region.

35

8) Matters to be noted There is a persistent issue of the insufficient number of applicants and unfilled enrollment

capacity. Consequently, most classes are attended by only a few students.

Most courses are oriented towards teaching theory and delivering knowledge in a lecture mode. Business professionals may not be cultivated by lectures alone.

It is recommended that the School introduces more interactive participatory courses and methods such as Case Studies, Management Game, Debates and Team project.

The School needs to set out a concrete scheme through which Tokai companies, the major stakeholders, can help further shore up the flagging program.

36

37

2. The Educational Programs

1) The School’s History and Profile The master’s program in the Graduate School of Business Administration was founded at Nanzan University in 1972. The doctoral program was subsequently set up in 1974. Until the 1970s, the Nanzan University Faculty of Business Administration and Graduate School of Business Administration offered the only courses of their type in the Tokai region. In other words, this school has the longest history and tradition of graduate schools of business administration in the Tokai region. In the 1980s, there was a call for the provision of education for working adults at graduate school level. In 1985, the Graduate School responded to these changes in society and began to actively seek to recruit working people as students. Admission numbers fluctuated from one year to the next, but remained relatively stable at an average of around ten students per year. Once into the 1990s, recognizing the increasing numbers of working students and the positive appraisal of graduate schools in general, the Graduate School adopted a new curriculum in 1995. In this new curriculum, the Graduate Program set up the four core courses of finance, human resource management, marketing, and accounting, requiring its students to take at least three of these four as compulsory courses. In this manner, the curriculum has evolved from a situation in which students mainly took courses delivered by their academic adviser to one in which they study specific topics based upon a sounder and more general knowledge of business administration. After the start of the New Millennium, in 2002 the Nanzan University Future Planning Committee approved the Nanzan Business School Concept, something that was eagerly supported by the president of the University. That same year, it also approved the executive leading a study of the feasibility of establishing Nanzan Business School. In the academic year (AY) 2004, this concept took the form of a proposal to establish a professional degree program within the existing Graduate School of Business Administration. The Graduate School of Business Administration had until then set up only one program, which was designed to foster researchers. The enrollment capacity for the master’s course was 15 and for the doctoral course was five. The Graduate Program in Business Administration that is the Professional Graduate School for nurturing high-level professionals (enrollment capacity of 50 and total capacity of 100) was then added. With this, the Graduate School of Business Administration came to be made up of two programs. In the “President’s Position Paper for 2005” the president stated that with “the establishment of the Business School, we will be dealing with this actively from a medium- to long-term standpoint rather than a short-term one, seeking to build on our education and research activities through ties between industries, government, and academia and through making the contribution to the regional community that is expected of Nanzan University.” So in April 2006, Nanzan University established the Graduate Program in Business Administration (Professional Graduate School) in the Graduate School of Business Administration. The degree to be awarded is Master of Business Administration (Professional). The program mainly targets working people. We offer evening-time and Saturday classes so our students can continue their jobs while acquiring professional knowledge and skills. The standard period of study is two years. In the AY 2006, the opening year for the degree, the enrollment capacity was 50, with the total capacity at 100. However, in the AY 2014 the enrollment capacity was reduced to 40 and the total capacity to 80. In addition, the master’s course of the Graduate Program in Management, which is the other program of the Graduate School of Business Administration, stopped recruitment of new students and was newly established into the Graduate School of Social Sciences in 2014. Up until to the AY 2013, Nanzan University had awarded 34 Ph.Ds in Business Administration, 331 Master of Arts in Business Administration or Management degrees, and 227 Master of Business

38

Administration (Professional) degrees. In the AY 2014, 41 students were enrolled in the Graduate Program in Business Administration (Professional Graduate School). There are 11 Japanese and two foreign (one American and one Bangladeshi) full-time faculty members, and five of those 13 full-time faculty members are professionally qualified professors. Also, the Graduate School is in Showa-Ku in Nagoya. Nagoya is the largest city in the Tokai region and is well known for its location near the heart of Japan’s manufacturing industry. The Graduate School is slightly removed from the business center of Nagoya, but is located along the Nagoya subway belt line and its lush green campus offers a fine study environment. 2) The School’s Educational System Currently, the Graduate School of Business Administration offers two programs: the Graduate Program in Business Administration and the Graduate Program in Management. The subject of this accreditation review, the Graduate Program in Business Administration, is a professional degree program (Professional Graduate School) that aims to nurture highly skilled professionals. The degree awarded is Master of Business Administration (Professional). Presently, the Graduate Program in Business Administration is a two-year program with an enrollment capacity of 40 and a total capacity of 80. The Program primarily targets working adults and offers classes on weekday evenings and weekends. In the AY 2014, there were 13 full-time faculty members, five of whom were professionally qualified professors. In the AY 2014, the number of students was 41. The Graduate Program in Management primarily aims to nurture researchers and comprises a two-year Master’s Course and a three-year Doctoral Course. The degree awarded in the Master’s Course is Master of Arts in Management. The faculty of the Master’s Course comprises ten full-time instructors from the Faculty of Business Administration qualified to teach in the Master’s Course. In the AY 2014, the University stopped recruiting students for this Master’s Course and established a new Master’s Course in Management at the Graduate School of Social Science. In the AY 2014, there were four students studying in the Master’s Course, which will be discontinued at the Graduate School of Business Administration once all the current students have graduated or left. The degree awarded in the Doctoral Course is Ph. D. in Management. The faculty of the Doctoral Course comprises nine full-time instructors from the Graduate Program in Business Administration and Faculty of Business Administration qualified to teach in the Doctoral Course. Till now, four graduates of the Graduate Program in Business Administration have advanced to the Doctoral Course. In the AY 2014, one student had enrolled in the Doctoral Course. The University plans to stop recruiting students for this Doctoral Course in the AY 2016 and establish a new Doctoral Course in Management at the Graduate School of Social Science. The Dean of the Graduate School of Business Administration presides over the Graduate School of Business Administration Committee. This committee comprises full-time faculty members from the Graduate Program in Business Administration and those from the Faculty of Business Administration qualified to teach in the Graduate Program in Management. At the Committee, all items concerning the management and operation of the Graduate School are reported or deliberated. In the Graduate Program in Business Administration, the Director of the Graduate Program in Business Administration presides over the Graduate Program in Business Administration Assembly. This assembly comprises full-time instructors from the Graduate Program in Business Administration. At the Assembly, all items concerning the management and operation of the Program are reported and deliberated. If necessary, these items are then reported or deliberated at the Graduate School Committee.

39

3) The School’s Educational Degree Programs In order to foster people who embody the mission of our program, we have set up the following four learning goals. Learning goal no. 2 has been added to those submitted at the time of the 2009 accreditation. Learning Goal no. 1: Cultivate a firm conviction and flexible decision-making ability based on careful consideration of what business ethics and corporate social responsibility mean in the global 21st century. Learning Goal no. 2: Nurture a broad perspective, the ability to think through issues logically, and the management ability to get things done. Learning Goal no. 3: Further enhance the advanced expert knowledge and practical ability required to be successful business professionals. Learning Goal no. 4: Learn the theories and analytical tools that form the foundation of business practice, including basic knowledge of the main functional areas in business and analysis of financial reports. In order to achieve Learning Goal no. 4, the curriculum of our program includes “introductory courses" and "core courses." To achieve Learning Goal no. 3, there are various "advanced courses." For Learning Goal no. 2, there are "practical courses." To heighten students’ global communication ability, we offer "communication skills courses." A. Introductory courses and core courses Students must develop the ability to handle a range of challenges in business. For that purpose, it is necessary to not only possess a deep knowledge of a functional area of expertise, but also to have a wide knowledge of all of the main functional areas. In addition, it is necessary to understand the analytical tools that support decision-making in those areas, and to sufficiently understand corporate social responsibility. The introductory and core courses are designed to build an understanding of the basic theories and essence of business. There are six core courses, all of which are compulsory in the first year of study. B. Advanced courses Based on an understanding of the basic theories of business, the advanced courses are designed to enhance the more sophisticated expert knowledge and practical abilities that students need to improve their specialized area of performance. There is a diverse range of course groups: Accounting, Finance, Human Resource Management, Strategy, Marketing, Operations Management, Environmental Management and CSR. It is necessary to nurture the professional skills that companies in the Tokai region need for globalization. Many of the courses aim to develop in students the ability to collaborate with companies in various Asian countries and regions. C. Practical courses Through management-related problem solving, the practical courses seek to extend the students’ ability to think through issues logically and get things done. Research Project I is an introductory course designed to teach students about problem solving, how to carry out and drive research forward. Students also learn about team building and leadership. In Research Project II students set up their project theme, recruit team members before committing themselves to problem solving exercises in groups. In the Industry-government-academia Collaboration Project students work in groups to seek solutions to problems put forward by collaborating companies. In the Research Paper, students carry out research related to issues they face in their own work situations. D. Communication skills courses Communication skills courses are designed to enhance the skills required for writing, discussion and presentation in English and Chinese, which are required to carry out business in Asia. Credits required are as follows: 12 core course credits, 18 advanced course credits and 6 practical course credits. Students must gain a total of 40 credits to graduate from the program.

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Curriculum table (Courses and Required Credits)

Course group First year Second year Required credits

for completion Spring semester Fall semester Spring semester Fall semester

Introductory

Introduction to Accounting Introduction to Quantitative Analysis

0 or more

40 or more

Core

Business Ethics, Introduction to Finance Accounting and Management, Organizational Behavior, Introduction to Marketing, Business Economics

12

Advanced

Accounting (9 courses), Finance (7 courses) Human Resource Management (12 courses) Strategy (9 courses), Marketing (9 courses) Operations Management (9 courses) Environmentally-oriented Management and CSR (7 courses) Related topics (3 courses)

18 or more

Practical Research Project I

Research Project II Industry-Govern- ment-Academia

Collaboration Project

Research Paper 6 or more

Communica- tion Skills

Business Discussion in English, Business Writing in English and Elementary/Intermediate Chinese for Business

Not required for graduation

A maximum of 4 credits from the introductory courses and a maximum of 4 credits from other programs can be counted.

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3. The Strategies for Quality Improvement

1) SWOT Analysis and the School’s Strategies (1) SWOT Analysis

Strengths Weaknesses Nanzan brand strong in the Tokai region Nanzan’s international image A campus that is easily accessible by car

from the manufacturing companies located outside of Nagoya City

An atmosphere befitting a university that that is not normally found on a satellite campus.

A curriculum in which students can carefully learn the theory and essence of business from the basic level

(In comparison to the rival schools) there are a relatively large number of courses so a good range of choice.

A group of courses that are useful for companies in the Tokai region that seek to expand their activities into Asia.

Responsible management education that upholds the University’s educational motto “For Human Dignity”

Relatively weak presence of the Nanzan Business School in the region.

(In comparison to the rival schools) Hackneyed and decentralized facilities.

Campus that is located some distance from the heart of the city.

(In comparison to the rival schools) the class image of too much emphasis on theory or lecture.

Opportunities Threats In the rapid progress of Asian economies,

the presence of Japanese companies is on the decline and companies in the Tokai region face many significant issues.

The increase in demand for business school education in the Tokai region.

Alliance with other professional graduate business schools including those located overseas.

The increase in the market share of rival schools in the Tokai region.

While the School was the first professional graduate school to be set up in the Tokai region, our regional presence is low in comparison to competitors, which are carrying out aggressive marketing campaigns. This is one of the reasons why we are unable to fill the enrollment capacity. However, Nanzan University does have a strong and established brand in this region. Stated in simple terms, that brand is associated with internationality. In contrast to our competitors, which set up campuses in the city center and enjoy convenience for commuting, we offer classes on a campus that is away from the heart of the city. There is no doubt that in comparison to our competitors, it is not so convenient for people working in the city center to get to our campus on weekday evenings, but for people working in the manufacturing industry outside of Nagoya our location is to access easily by car and with us, in keeping with it being a university campus, students are able to study in a quiet environment befitting a university that is the case on a satellite campus located in the heart of the city.

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As our competitors emphasize that their faculty organizations consist of teaching staff with practical business experience and they teach with the case method in almost all of classes, we are seen as being oriented towards research or placing too much emphasis on theory or lecture. However, the fact that we pay close attention to equipping our students with the basic theories and essence of business, and then foster practical ability on top of that firm foundation is actually a feature and strength of our program. We offer a greater variety of courses than our competitors, so are flexible in meeting the career plans of our students. There are two other unique features and indeed strengths of our program. One is that that we have a group of courses that match the needs of companies in the Tokai region in terms of expansion of their activities into Asia. The other is responsible management education that upholds the University’s educational motto “For Human Dignity.” We must further strive to make these strengths better known to local industries and working people. The Tokai region is a center of Japanese manufacturing industry and there are many companies in this region that are putting in place globalization strategies’ axis on Asia. In recent years, while growth in the Asian economy has greatly contributed to world economic growth, the presence of Japanese companies in Asia is declining and companies in the Tokai region also face many crucial issues for further development. In this difficult business situation, we presume that, never being satisfied in-house career development program, an increasing number of business people are keen to enhance their value through improving their management capabilities and extending their human-networks at business schools. It is a fact that the total number of enrollments in business schools in the Tokai region has been increasing in recent years. However, while our competitors are increasing their numbers of students, our enrollments are not growing, so in effect, our market share is decreasing. We must find a way out of this situation. (2) Strategies In order to achieve our mission effectively we draw out the mid-term vision outlined below in 2010. This is based upon the results of the survey carried out by the Educational Program Improvement Workshop that sought the opinion of local industries, graduates, and students. Also, this based upon a survey results, carried out with the cooperation of global big companies, on their career development programs for nurturing management talent who lead the way in manufacturing in Asia and the roles of business schools. Our Graduate School offers valuable knowledge based on research and education useful for local society. It is highly rated by and has won the confidence of local society and industries “as the Business School where students gain the ability to find effective solutions.” It has also established a firm presence as an educational institution for fostering business professionals who contribute to the local economy and industries in the process of globalizing. The professional capabilities to be nurtured in order to realize the Graduate School’s vision are summarized as follows. 1. A belief in the business ethics and social responsibility that is required of us in this global age now based on an awareness of the tenet of “For Human Dignity.” 2. A broad perspective. 3. The ability to think things through logically (assessing and analyzing problems) 4. The ability to accomplish tasks (resolving issues through collaboration and leadership – activating the team and fostering talent). This Graduate School offers each student the opportunity to develop these professional talents. Based on this mid-term vision, in the amendments made to the curriculum in 2011 we reconstructed the learning goals set up for us to achieve our mission. In order to strengthen the development of the professional capabilities outlined above we further developed the second-year project research courses by setting up a group of practical courses offered from the second half of the first year. They were: Research Project I, Research Project II, Industry-Government-Academia

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Collaboration Project, and Research Paper. Furthermore, by encouraging the collaboration with graduates and Tokai-based companies, we have tried to improve our educational program and lift the presence of our program in the local area and create a strategic framework that will allow us achieve “win-win” relationships. More specifically, we have worked to create the following framework involving local companies and graduates: Setting up an Advisory Board, we have periodically received opinions and advices about the

educational program. Setting up the Committee to Consider Collaboration between Industry and Academia, we have

promoted Industry-government-academia Collaboration Project, the dispatch of lecturers, research collaboration, and the development of teaching materials.

For graduates and students, we have periodically offered our facilities as the opportunities for workshops on various companies and industries, and created opportunities to exchange advanced business information and opinions on management issues. In this manner, we have encouraged not only their desire to study but also improvements in the educational program such as the development of teaching materials

Establishing a system in which graduates help with the development of teaching materials, give lectures in classes and offer support to the Research Project.

In other words, we attempt to implement the collaboration strategy with local society above mentioned. While these activities have brought about an improvement all its own, however at the present moment, the results have not yet met our expectation. Many issues still need to be resolved before we realize our mid-term vision. Henceforth, we must review our strategy and initiatives carried out to date, and making the most of an advantage of the Nanzan brand in the Tokai region, we need to develop the more ingenious collaboration strategies to strengthen links with local industries. Especially, strengthening collaboration with local industries, we enhance the following two unique features and indeed strengths of our program: Education that responds to the industrial needs of the Tokai region and responsible management education that upholds the University’s educational motto “For Human Dignity.” In this process, in consideration of students’ multiplicity in type of business, we will seek the collaboration with various businesses beyond manufacturing, and not only with large companies but also with small to medium-sized companies. This type of educational program that has close connection to local industries is one of the effective differentiation strategies from our competitors which have set up campuses in key urban centers such as Osaka and Tokyo. In addition, the number of applicants continues to fall short of the level hoped for. In order to achieve our mission statement, we must increase the number of applicants until we reach the level at which we can be more selective. To this end, in addition to the strategy mentioned above, we must strengthen our PR activities and arrange a timetable that is more convenient for working people. The fact that our campus is not located in the city center is inconvenient for those commuting to us on weekday evenings, but does not present a problem on Saturdays when they are off work. By contrast, because students are able to study in a quiet, university environment, there are actually many advantages over studying in a satellite campus located in the heart of a city. We will do our best to take advantage of these features and arrange our timetable so the emphasis is on attendance on Saturdays rather than in weekday evenings (for example making our compulsory courses all available in Saturdays), and trying to choose the best time slots and days for our weekday evening classes.

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PRT Comments: The factual state of affairs appears a little more alarming. In 2014, the total number of students enrolled declined to the level of 17 with 9 foreign students and only 8 home students, compared to the enrollment capacity of 40. The strategies described in the SER focus on 1) strengthening collaborations with the companies in the Tokai region to further shore up the contents of the present curriculum, and 2) enriching further the type of courses: “Responsible management education” such as CSR(Corporate Social Responsibility), CSV(Create Shared Value) and environmentally-oriented management, etc.. These plans are still in preparatory stages, for example, having company personnel in the Advisory Board, and setting up Curriculum Committee for supporting lecturers to use more cases on companies. The strategies described are yet to come up with some drastic measures in coping with the weaknesses compared to competitors. 2) Globalizing the School’s Management Education (1) Present State of Our Educational Program One of the unique features of our program is that we offer education that responds to the globalization needs of companies operating in the Tokai region, the industrial base for manufacturing in Japan. To nurture individuals who can leverage their strengths through collaborations with companies in Asian countries and regions, we have established such courses as are related to management in Asia, Toyota Production System, etc. as a part of an advanced course. We encourage the students to refer to the following Course Chart when registering for the courses.

And, for more efficient business in Asia, we offer courses in English and Business Chinese. (2) Basic Standard for Improvement In the 1980s’ Japan has achieved export-led economic growth, subsequently, it entered a period in which economic growth is led by KD-parts export and local production with Japanese-style management systems. However, such growth system from the Japanese perspective has been about to the limit in confronted with vigorous growth of Asian countries. The key to breaking this impasse is to undergo “a paradigm shift toward world citizenship.” In other word, it is

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essential to offer all people equal and fair opportunity for self-development and lively activity, transcending distinctions between developed and developing, race, ethnicity, religion, and gender; furthermore, such management system as consolidates the strength of individual to the synergistic achievements of the whole, and in this process, management based on “Human Dignity” should be realized, where those who have made great efforts are evaluated competence and performance fairly. For effective paradigm change, the key industries are expected to change themselves to be a company of “world citizenship” and have taken initiatives to expatiate the new paradigm upon all of related industries. In addition, it is necessary to develop the management based on “Human Dignity” above and establish a development system of management competence for nurturing high level professionals who implement this new management style. (3) The Role of Professional Graduate Business School in the Tokai Region To achieve our mission statement, we will strengthen our collaboration with local industries and regional society, upholding our motto “For Human Dignity” and enhance our education to respond to the industry needs in the Tokai region. In particular, the Tokai region is a focal point for manufacturing industries in Japan, where automobile industry and related industrial sectors are concentrated. Therefore, through collaboration with its neighboring companies, currently undergoing global expansion, the School will nurture efficient personnel who take the initiative in “a paradigm shift toward world citizenship”, therefore, the School will respond to the needs for globalization of Tokai region companies, furthermore will carry out social mission that dedicates to the development of Tokai region, Japan, and International society at large. (4) Initiatives Over a period of two years, we will consider revising the content of our courses and curriculum in line with the approach outlined above. We will enrich our courses and curriculum, through strengthen our collaboration with local industries, strive to increase instructors and guest speakers from local industries and compile case-materials based on local companies’ management. In addition, assuming that external funds can be acquired, we will plan and implement collaborative research projects based on business ethics themes mainly involving full-time faculty members, the theme of which is related to business ethics in response to the needs of globalization in the Tokai region. Based on our research achievements, we will revise our curriculum, implementing changes that enable us to respond more appropriately to the industry needs in the Tokai region. PRT Comments: The School tries to make its education responsive to the globalization needs of companies operating in the Tokai region, the industrial base for manufacturing in Japan. To nurture individuals who can leverage their strengths through collaborations with companies in Asian countries and regions, the School has established such courses as are related to management in Asia, Toyota Production System, etc. as a part of an advanced course. The School has no exchange program with institutions in foreign countries. In view of the emphasis upon nurturing business persons knowledgeable in Asian countries, it is unfortunate that the School has no plan to explore some ties with institutions in this regions and cultivate exchange programs for collaborative education and research. 3) Humanizing the School’s Management Education (1) Present State and Issues of Our Educational Program One of the unique features of our programs is the provision of responsible management education

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that upholds the University’s educational motto “For Human Dignity.” Especially, the learning goal of the Program is to “cultivate a firm conviction and flexible decision-making ability based on careful consideration of what business ethics and corporate social responsibility mean in the global 21st century.” We have established Business Ethics as a required core course and offer courses in CSR and environmentally-orientated management in our lineup of advanced courses. To encourage faculty members and students to profoundly share the University’s educational motto and promote responsible management education, in the AY 2013, we began arranging opportunities for full-time faculty members to consider human dignity, business ethics and CSR in their classes. In preparation for this initiative, we held two faculty development meetings, in AYs 2011 and 2012. The meetings offered an opportunity for faculty members to report each initiative mutually and heighten their understanding through discussion, thus helping them to prepare by themselves.. Furthermore, in the AY 2013, we held a faculty development seminar titled “Business Ethics in Management Education: What Themes Can Be Used to Teach Responsible Management?” led by Dr. Kazuki Takada, the seminar was aimed at faulty members who do not specialize in business ethics. In the AY 2014, Dr. Takada was appointed full-time faculty member in the Program, taking charge of the Business Ethics course. In the AY 2015, we began collaborating with the Aichi Community Foundation. The Aichi Community Foundation is a Public Interest Incorporated Foundation that supports Non-Profit Organizations (NPOs) working to resolve regional issues in Aichi Prefecture. A Nanzan Business School Team comprising graduates and full-time faculty members are currently involved in an extra-curricular activity, in which it supports NPOs selected by the Aichi Community Foundation. Issues to be improved are to develop the curriculum through incorporation with external researchers, local companies, economic organizations, and NPOs, so that all of the full-time faculty members are able to offer the more sophisticated programs with a profound understanding of responsible management education. (2) Initiatives 1. To encourage faculty members and students to profoundly share the University’s educational motto and promote responsible management education, in the AY 2013, we began arranging opportunities for full-time faculty members to consider human dignity, business ethics and CSR in their classes. We make use of such opportunities as faculty development seminars or meetings for further development of this initiative. 2. To cultivate business leaders who can respond to issues related to regional society and the environment, we will increase the number of opportunities for students to apply their learning by collaborating with companies that aim to create shared value (CSV), economic organizations such as chambers of commerce and industry and NPOs. In addition, we will establish a system that can continuously implement industry–academia collaboration projects with the involvement of local companies, economic organizations, and NPOs. PRT Comments: The program provides responsible management education that upholds the University’s motto “For Human Dignity.” Especially, the learning goal of the program is to “cultivate a firm conviction and flexible decision making ability based on careful consideration what business ethics and corporate social responsibility mean in the 21st century.” The program establishes Business Ethics as a required course and offers courses in Corporate Social Responsibility (CSR) and environmentally-oriented management in its lineup of advance courses. The following advanced courses reflect the educational goals the School aspires.

Technology Management

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International Management International Business Management in Practice Competition and Cooperate Analysis Business Strategy Development of the Strategic Management System at Manufacturing Corporation Japanese Business Management as Seen from Abroad Business Management in Asian Muslim countries

4) Collaborating with Industries in Management Education (1) Present State and Issues of Our Educational Program We have made significant efforts in establishing strategic systems for strengthening collaboration with graduates and companies in the Tokai region, improving our educational program and the Program’s presence. In this course, we have made efforts for not only increasing the number of applicants but also constructing win–win relationships with them. For example, we have established an Advisory Board comprising general managers of personnel department at key companies in the Tokai region, through which we have periodically received opinions and advice about our educational program. Furthermore, we have established the Committee to Consider Collaboration between Industry and Academia, set themes for our Practical Courses (Industry–Government–Academia Collaboration Project, etc.), and promoted the dispatch of lecturers and development of educational materials. Meanwhile, for graduates and students, we periodically offered our facilities as the opportunities for workshops on various companies and industries, and created opportunities to exchange advanced business information and opinions on management issues. While offering opportunities for self-improvement, these have also contributed to the development of educational materials for the Program. Furthermore, we have established a system for enlisting the help of graduates in support roles in course lectures and Research Project. Although these initiatives have achieved some degree of success, it cannot be said that they always function sufficiently in terms of discovering new lecturers, establishing new courses, and determining themes for Practical Courses. In addition, it is not possible to conclude that these initiatives have enhanced the Program’s presence in regional society or have increased the number of applicants. PRT Comments: Simply setting up an Advisory Board or Committee are only a first step for the Tokai companies to be seriously involved in the collaboration. In view of the companies in the Tokai region as one of the major stakeholders of the Program, the state of affairs described as not satisfactory attests to that the School has so far failed to institute a mechanism for having the stakeholders committed to help enrich the Program together. (2) Initiatives We provide education that responds to the globalization needs of companies operating in the Tokai region and responsible management education that upholds the educational motto, “For Human Dignity.” To particularly strengthen these two unique features, we will promote collaboration with local industries and regional society. Therefore, with this goal, we will implement the following initiatives: 1. Strengthening collaboration with global companies and companies expanding their operations

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overseas In the Tokai region, a large number of companies are expanding their operations overseas, particularly in the manufacturing sector. Thus, we will further strengthen our collaboration with these companies. This will enable us to incorporate management issues and human-oriented initiatives undertaken by these companies at their overseas branches (particularly in Asia) in our curriculum. While revising our current curriculum, we will actively request the cooperation of companies expanding their business overseas in the dispatch of lecturers and development of educational materials. 2. Strengthening collaboration with local companies, economic organizations, and NPOs We will strengthen our collaboration with companies that aim to create shared value (CSV), economic organizations such as chambers of commerce and industry and NPOs and enhance our educational program for nurturing business leaders who can help alleviate problems related to regional society and environment. Specifically, we will invite these companies and organizations to participate in workshops and increase the number of learning opportunities for students by utilizing the results of these workshops to establish new courses. Simultaneously, we will create more opportunities for students to apply what they learn by reflecting these results in the themes for Industry–Government–Academia Collaboration Project in our practical courses. Furthermore, we will invite officials in charge of CSR at influential companies in the Tokai Region and officials from chambers of commerce and industry to join our Advisory Board. And request advice on our curriculum and cooperation in lecturers dispatch. PRT Comments: The initiatives described here are again repetitions of the intended collaborations with local societies. The declining trend of the applicants appears to be calling for a thorough reexaminations of the curriculum, teaching method and the collaborative scheme with the major stakeholder such as companies in Tokai region. The initiatives described here might lead to explore associations with some business research center and to operate non-degree executive training programs in collaboration with industries. Such operations would help develop business cases to be used in education as well.

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4. The Self-Check Analysis

1) CHAPTER ONE: MISSION STATEMENT Standard 1-MISSION STATEMENT Basic Standard: “Any School which applies for management accreditation by ABEST21 (hereinafter called “the School”) must define a mission statement for its educational and research activities that provides a framework for how decisions are made by the School’s management.” 1) Self-Check In April 2007, in keeping with the Nanzan University’s educational policy and the Professional Graduate School Establishment Standards, the Professional Graduate School created its mission statement and was stipulated in Clause 3 of Article 5 of the Regulations for Nanzan University Graduate School Mission as follows:

“The Graduate Program in Business Administration (professional degree program) aims to cultivate professionals who are equipped with the knowledge, skills, ideas, and a conceptual framework of a higher order to make it possible to conduct effective management in a globalized business environment, and who at the same time are properly mindful of the Nanzan University motto - “For Human Dignity.” They will also be ready to carry out their social responsibilities from the standpoint of business ethics and contribute to the development of both regional and international society.”

Furthermore, in the application for the establishment of the Professional Graduate School, the people who embody “the mission of our program” are also referred to as “the talent to be nurtured.” It states: “the Graduate Program in Business Administration aims to cultivate skilled professionals equipped with the knowledge, skills, ideas, and the conceptual framework that enables them to accomplish effective business administration in the context of fierce global competition. First, they will be business professionals who are conscious of the tenet of “For Human Dignity” that is the school motto of Nanzan University, carrying out social responsibilities in their business practices as citizens of global society from the standpoint of business ethics and environmentally friendly management. Second, they will possess strengths in the fields of manufacturing and logistics, as well as strengths in terms of collaboration with companies in Asian countries, matters that reflect the clear needs of local industries and society in the Tokai region.” 2) Issues to be improved None in particular PRT Comments: Nanzan University’s motto “For Human Dignity” is key for mission statement. However, we, reviewers, feel some gaps between “For Human Dignity” and the mission including social responsibility and environmentally friendly management. Detailed Standard 1: “The School must develop its mission statement with the aim of nurturing highly skilled professionals in management who are able to meet the needs of globalization.” 1) Self-Check As mentioned above, the “mission of our program” is to develop the “the knowledge, skills, ideas,

and a conceptual framework of a higher order to make it possible to conduct effective management in a globalized business environment” and “the talent to be nurtured” is “those people who possess strengths in terms of collaboration with companies in Asian countries.” In this respect, this graduate program satisfies the present-day needs with respect to the globalization of the economy and society. Also, with regard to sustainable development that is in harmony with the environment, a matter that is often discussed these days, the “mission of our program” addresses these needs by fostering people who carry out their social responsibilities conscious of the motto of Nanzan

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University: “For Human Dignity.” The “talent to be nurtured” represents those who “carry out social responsibilities in business practices from the standpoint of environmentally friendly management”. 2) Issues to be improved

None in particular PRT Comments: There are no particular comments here. Detailed Standard 2: “The School’s mission statement must be a statement that reflects the views of its stakeholders.” 1) Self-Check The Tokai region, where Nanzan University is located, has made a particularly significant contribution to the Japanese economy as the industrial base of our country’s manufacturing. Because having a global strategy is such an important focus in the Tokai region, these days many companies call for the fostering of larger numbers of highly capable professionals who are able to excel in this new business environment. This graduate program addresses the present-day management issues of business ethics, social responsibility, environmentally friendly management that are also the prerequisites for many under-globalizing firms to achieve sustainable development. The people to be nurtured in this graduate program will acquire the knowledge, skills, ideas, and the conceptual framework of a higher order that will enable them to be effective in a global business. At the same time they will carry out their social responsibilities from the standpoint of business ethics, keenly conscious of the motto of Nanzan University: “For Human Dignity.” In this sense, our mission statement effectively meets the present-day needs of the Tokai region.

In the AY 2004, the Business School Establishment Preparation Committee was established. The Committee comprised faculty members from both the Faculty of Business Administration and other faculties. The Committee collected opinions of various stakeholders within the University and faculty members of other business schools. The Committee also conducted questionnaire survey aimed at measuring the needs of industries to around 800 companies in the Tokai Region and received responses from 192 companies. Approximately 90% of companies answered Nanzan Business School to be attractive. Furthermore, the committee interviewed with four of these companies. Thus, we collected the opinions of various stakeholders when defining our mission statement. In addition, in the Fall semester of the AY 2009, we interviewed our graduates and personnel managers of 19 companies in the Tokai region in order to collect their opinions regarding our educational programs. This helped us to verify that our mission statement was agreeable to our stakeholders. However, when defining our mission statement, we examined the opinions of potential students only through indirect information, i.e., the results of investigations conducted by other organizations, such as the Nihon Keizai Shimbun. 2) Issues to be improved None in particular PRT Comments: Since questionnaire survey for its stakeholders in 2004 is very important, is it possible to show detail analysis in appendix? Detailed Standard 3: “The School must establish its mission statement in line with the provisions of the second Clause of Article 99 of the School Education Act by Ministry of Education, Culture, Sports, Science and Technology of Japan; which stipulates that Professional Graduate Schools of Business Administration should aim to cultivate scholarship and superior capabilities as required for highly specialized professions.” 1) Self-Check

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As described in its mission statement, the School aims to nurture “professionals who are equipped with the knowledge, skills, ideas, and a conceptual framework of a higher order to make it possible to conduct effective management in a globalized business environment,” “professionals who respect human dignity and carry out their social responsibilities from the standpoint of business ethics,” and “professionals who contribute to the development of both regional and international society.” This implies that the School’s mission statement meets the provisions of the second Clause of Article 99 of the School Education Act by Ministry of Education, Culture, Sports, Science and Technology of Japan. 2) Issues to be improved None in particular PRT Comments: There are no particular comments here. Detailed Standard 4: “The School must publish its mission statement in brochures, such as its School code, student admission materials, syllabi, and program outlines, and post its mission and goals on the School’s website.” 1) Self-Check The School publishes its mission statement in the School‘s brochure, the School’s website (http://depts.nanzan-u.ac.jp/grad/nbs/nbs/), the Graduate Student Handbook, student registration guidance materials and the School briefing materials, and seek to disseminate and publicize this information. 2) Issues to be improved None in particular PRT Comments: It was confirming that this detailed standard is properly satisfied. Standard 2-MISSION IMPERATIVES Basic Standard: “The School’s mission statement must imply nurturing highly skilled professionals in management and follow the larger mission of the parent university.” 1) Self-Check The three elements of the School’s mission statement, “the knowledge, skills, ideas, and a conceptual framework of a higher order to make it possible to conduct effective management in a globalized business environment,” and “social responsibilities while consciously respecting human dignity,” and “contribution to the development of both regional and international society,” are crucial for nurturing high level professionals for organizational management in today’s globalized economic environment. Nanzan University’s mission is stipulated in Article 1 of Chapter 1 of the Nanzan University Regulations as follows:

“In accordance with the Basic Act on Education and the School Education Act, Nanzan University, from a Christian worldview, aims to impart extensive knowledge and conduct in-depth teaching and research in specialized arts and sciences, and thereby nurture individuals who respect and promote human dignity.”

The mission of the Graduate School of Nanzan University is stipulated in Article 1 of Chapter 1 of the Nanzan University Graduate School Regulations as follows:

“The Graduate School of Nanzan University carries out research in specialized academic theory and applications at an advanced level based upon the foundation of education carried out in the faculties. In addition to further refining students' academic skills, we aim to foster people who,

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assuming a Christian view of the world and being conscious of matters of human dignity as a working member of society, will contribute to the development of culture and the welfare of humankind.” Furthermore, based on its motto, “For Human Dignity,” Nanzan University aims to fulfill four educational creeds: (1) a spirit of academic pursuit, (2) a value orientation based of the spirit of Christianity, (3) the development of international perspectives that seek universal value, and (4) service to regional society. As shown above, the School’s mission statement follows that of the University. 2) Issues to be improved None in particular PRT Comments: Very clear self-check is done. Detailed Standard 1: “The School’s mission statement must be a statement which includes developing expert knowledge, fundamental knowledge and sophisticated expertise in the realm of management.” 1) Self-Check

The School aims to nurture “professionals who are equipped with the knowledge, skills, ideas, and a conceptual framework of a higher order to make it possible to conduct effective management in a globalized business environment,” “professionals who respect human dignity and carry out their social responsibilities from the standpoint of business ethics,” and “professionals who contribute to the development of both regional and international society.” This implies that the School’s mission statement includes developing expert knowledge, fundamental knowledge and sophisticated expertise in the realm of management. 2) Issues to be improved None in particular PRT Comments: This detailed standard is properly satisfied. Detailed Standard 2:“The School’s mission statement must be a statement that indicates the support of the students’ career development.” 1) Self-Check The three elements of our mission statement, “professionals who are equipped with the knowledge, skills, ideas, and a conceptual framework of a higher order to make it possible to conduct effective management in a globalized business environment,” “professionals who respect human dignity and carry out their social responsibilities from the standpoint of business ethics,” and “professionals who contribute to development of both regional and international society,” are essential for highly skilled professionals operating in the global society and contribute to the development of students’ careers. 2) Issues to be improved None in particular PRT Comments: This detailed standard is properly satisfied. Detailed Standard 3: “The School’s mission statement must be a statement that indicates contribution to the development of the educational and research activities of its faculty members.” 1) Self-Check

The School aims to cultivate professionals who are equipped with the knowledge, skills, ideas, and a conceptual framework of a higher order to make it possible to conduct effective management

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in a globalized business environment. We have established practical courses to improve students’ practical problem-solving skills. Based on a joint advisory framework that involves multiple instructors, including both academically and professionally qualified faculty members, our practical courses respond to the needs of students in terms of both theory and practice. Simultaneously, these courses are designed to contribute to the expansion and deepening of the faculty members’ perspectives on education and research through the integration of practice and theoretical research. Our advanced courses aim to help students acquire theory, practical knowledge, and analytical methods based on the latest developments and enhance expert knowledge and practical ability needed to succeed as a business professional. To achieve this aim, the faculty members must constantly endeavor to acquire the latest information and improve their analytical abilities, for example, by monitoring the latest research developments and changes in Japanese and global business and economic environments. Thus, to achieve its mission statement, it is important for faculty members to provide useful knowledge by constantly applying the latest theoretical research achievements and verify its practical effectiveness. 2) Issues to be improved None in particular PRT Comments: This detailed standard is properly satisfied. Standard 3-OBJECTIVES FOR CONTINUOUS IMPROVEMENT Basic Standard: “The School must review its mission statement continuously based on the defined processes which ensure continuous improvement of its mission statement in response to the changes in its educational and research environment.” 1) Self-Check

The School has defined a process for continuously reviewing its mission statement. The School’s Self-Evaluation Committee (The Graduate Program in Business Administration Self-Evaluation Committee) reviews the educational program, including the mission statement. The Self-Evaluation Committee comprises the Dean of the Graduate School, the Director of the Graduate Program in Business Administration, and full-time faculty members in charge of student and academic affairs, public relations, and liaison. Each AY, the Self-Evaluation Committee reviews its educational program, including its mission statement, based on the opinions of stakeholders such as students, graduates, local industries, faculty members and data related to admission, students’ course records, program completion, credits earned, academic achievement, and career progression. The Self-Evaluation Committee prepares a Self-Evaluation Report, which it submits to the Nanzan University Self-Evaluation Committee and publishes on the School website. If the results of the review indicate a need for amendment of the mission statement, the Self-Evaluation Committee first prepares a draft and then, examines the opinions of stakeholders and discusses the draft at the Graduate Program in Business Administration Assembly. The amendments are then discussed at the Graduate School of Business Administration. 2) Issues to be improved None in particular PRT Comments: ・Very clear self-check is done. ・This detailed standard is properly satisfied. Detailed Standard 1: “The School must have systematic decision-making processes for

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reviewing its mission statement.” 1) Self-Check The School has a systematic framework for continuously reviewing its mission statement. The School’s Self-Evaluation Committee reviews the educational program, including the mission statement. In the AY 2011, we established an Advisory Board to systematically collect the opinions of local industries, graduates, and instructors from other graduate business schools about our educational program, including the mission statement. The Advisory Board now convenes once a year. The Advisory Board has 13 members, including nine influential companies in the Tokai region (Kojima Industries Corp.; CKD Corp.; Daido Steel Co., Ltd.; Toyota Motor Corp.; Toyota Tsusho Corp.; Toyota Boshoku Corp.; The Bank of Nagoya, Ltd.; NGK Insulators, Ltd.; and Brother Industries, Ltd.), two members with experience as deans at other graduate business schools, and two graduate representatives. At the Advisory Board Meeting, we report the current state, issues, and future plans of the Program and receive advice on the educational program including the mission statement. Furthermore, we visit member companies to collect opinions and information once or twice a year. In the AY 2011, we began inviting deans of other graduate business schools to give lectures about the current state, issues, and strategies of their school at the faculty development seminars, providing opportunities for information gathering to review our educational program from the perspective of appropriately responding to new academic developments and changes in the social environment. We have held faculty development seminars featuring lectures by Professor Yoshitaka Kai, Dean of the Institute of Business and Accounting (Professional Graduate School) at Kwansei Gakuin University (2011); Professor Hirofumi Matsuo of the Graduate School of Business Administration at Kobe University (2012); Professor Yoshihiro Tokuga, Dean of the Graduate School of Management at Kyoto University (2013); and Fumio Takahashi, Dean of the Graduate School of International Management at Aoyama Gakuin University (2014). In addition, as the routine methods of collecting the opinions of our stakeholders, we administer student satisfaction surveys and student class evaluations.

The opinions collected from stakeholders though various channels, such as the Advisory Board, the faculty development seminars, and student satisfaction surveys, are examined by the Self-Evaluation Committee and utilized to improve the educational program and review the mission statement. If the results of the review indicate a need for amendment of the mission statement, the Self-Evaluation Committee first prepares a draft and then, examines the opinions of stakeholders and discusses the draft at the Graduate Program in Business Administration Assembly. The amendments are then discussed at the Graduate School of Business Administration. 2) Issues to be improved

None in particular PRT Comments: This detailed standard is properly satisfied. Detailed Standard 2: “The School must form an operational control framework to gather and file relevant information and data in order to review its mission statement on a continuous basis.” 1) Self-Check

The Graduate Program in Business Administration Self-Evaluation Committee manages the design, planning, implementation, and analysis of data and information gathering activities necessary for reviewing its mission statement. The Office for the Graduate School of Business Administration, that is also the Office for the Faculty of Business Administration, manages the input, storage, and renewal of data and information collected by the School. Since the Academic Affairs Office manages data on students’ credits and grades, we have arranged for the Academic Affairs

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Office to provide this information for the purpose of analysis if necessary. The Office for the Graduate School of Business Administration maintains the analysis results. In the AY 2012, we began organizing data and information used in past reviews for ease of utilization and considerable improvements have been made. 2) Issues to be improved

None in particular PRT Comments: This detailed standard is properly satisfied. Detailed Standard 3: “The School must establish the framework for seeking the opinions of stakeholders on reviewing its mission statement continuously.” 1) Self-Check

The School collects the opinions of students through annual student satisfaction surveys and student class evaluations conducted each semester. In the AY 2011, we established an Advisory Board, which convenes once a year and offers opportunities to collect the opinions of local industries, instructors from other business schools, and graduates. Furthermore, our faculty members visit member companies either once or twice a year to collect opinions and information. Our annual faculty development seminars, which feature lectures by deans of other schools, offer an opportunity to gather the opinions of academia. Events such as the annual Alumni Association General Assembly also offer opportunities to collect the graduates’ opinions. 2) Issues to be improved

Further enhancing opportunities to hear the opinions of local industries to review the mission statement and improve the educational program. PRT Comments: ・The School regards local industries as one of the most important stake-holders. However, presently, no formal frameworks for collaborations with local companies seem to be at work. ・The School is strenuously making efforts to seek opinions of companies in the Tokai region. Standard 4-FINANCIAL STRATEGIES Basic Standard: “The School must have both short-term and long-term financial strategies to secure necessary funds to realize its mission statement.” 1) Self-Check

The characteristic of the Graduate School of Business Administration’s program management budget is that some of the funds from the University for routine expenditure is issued as a single payment covering both the Faculty of Business Administration and the Graduate School of Business Administration. This applies to the “Faculty operating expenses” and “common book allowance for undergraduate and graduate students” items in Table 4-1-1. Furthermore, since the University pays personnel expenses for faculty members, a self-supporting accounting system has not been adopted. In addition, the “Pache Research Subsidy II-A (faculty-specific research subsidy)” is issued as single payment covering both the Faculty of Business Administration and the Graduate School of Business Administration.

The School’s financial base comprises the following five sources of funds: (a) funds allocated from the University; (b) subsidies from the Nanzan University Management Society; (c) Nanzan University Pache I-A (special research subsidy, competitive fund); (d) subsidies from Nanzan University Center for Management Studies; and (e) external funds. (a) Funds allocated from the University

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Faculty operating expenses are mainly determined based on the number of students in the Faculty and Graduate School and used for purposes such as printing and duplicating educational materials, purchasing consumables and educational materials and books, paying communication and transportation expenses, outsourcing fees, and printing the School’s brochure. Furthermore, we outsource administrative activities during the School class hours using funds allocated from the University. In addition, in 2009 we secured a special budget (three million yen/year) for projects to maintain and enhance the quality of education and are using this budget to pay lecture fees for guest speakers in classes and at lecture meetings and faculty development seminars, newspapers and magazines (4 newspapers and 33 magazines provided in the student lounge), transportation expenses, and sundry expenses for meetings as well as for printing leaflets for the School briefings and conducting PR activities related to student recruitment. Table 4-1-1: Funds Allocated from the University AY 2012

Item Breakdown Total

Faculty operating expenses

¥4,746,000

Expenses related to the consignment of the administrative duties (Graduate Program in Business Administration)

¥4,133,819

Pache Research Subsidy II-A (faculty-specific research subsidy)

¥829,000

Individual research allowances ¥500,000 × 13 ¥6,500,000

Individual book allowances ¥150,000 × 13 ¥1,950,000

Book allowances for students in the Graduate Program in Business Administration

¥15,000 × 55 ¥825,000

Common book allowance for undergraduate and graduate students

¥2,500,000

Projects for maintaining and enhancing the quality of education (Graduate Program in Business Administration)

¥3,000,000

Total

¥24,483,819

AY 2013

Item Breakdown Total

Faculty operating expenses

¥4,746,000

Expenses related to the consignment of the administrative duties (Graduate Program in Business Administration)

¥4,670,000

Pache Research Subsidy II-A (faculty-specific research subsidy)

¥833,000

Individual research allowances ¥500,000 × 13 ¥6,500,000

Individual book allowances ¥150,000 × 13 ¥1,950,000

Book allowances for students in the Graduate Program in Business

¥15,000 × 52 ¥780,000

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Administration

Common book allowance for undergraduate and graduate students

¥2,500,000

Projects for maintaining and enhancing the quality of education (Graduate Program in Business Administration)

¥3,000,000

Total

¥24,979,000

AY 2014

Item Breakdown Total

Faculty operating expenses

¥4,746,000

Expenses related to the consignment of the administrative duties (Graduate Program in Business Administration)

¥5,000,000

Pache Research Subsidy II-A (faculty-specific research subsidy)

¥831,000

Individual research allowances ¥500,000 × 13 ¥6,500,000

Individual book allowances ¥150,000 × 13 ¥1,950,000

Book allowances for students in the Graduate Program in Business Administration

¥15,000 ×41 ¥615,000

Common book allowance for undergraduate and graduate students

¥2,500,000

Projects for maintaining and enhancing the quality of education (Graduate Program in Business Administration)

¥3,000,000

Total

¥25,142,000

(b) Subsidies from the Nanzan University Management Society

Activity expenses, not covered by the funds allocated from the University, are subsidized by the Nanzan University Management Society. These subsidies are used for financially supporting the Welcome Party for New Students and the Graduation Party. Table 4-1-2: Subsidies from the Nanzan University Management Society Academic Year Total AY 2012 ¥224,000 AY 2013 ¥182,000 AY 2014 ¥153,150 (c) Nanzan University Pache I-A Subsidy (special research subsidy) Table 4-1-3: Allocation of the Nanzan University Pache I-A Subsidy (special research subsidy)

Academic Year Total No. of faculty members 2012 ¥300,000 1 2013 ¥696,000 4 2014 ¥145,000 1 (d) Subsidies from the Nanzan University Center for Management Studies

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Table 4-1-4: Subsidies from the Nanzan University Center for Management Studies Academic Year Total No. of faculty members 2012 ¥451,332 4 2013 ¥399,328 4 2014 ¥451,744 6

The subsidy shown in (c) is a competitive fund established by Nanzan University allocated to full-time faculty member on a university-wide basis. The subsidy shown in (d) is for supporting workshops and research projects organized primarily by full-time faculty members. This subsidy aims to promote collaborative research with external researchers and practitioners. Workshops and research projects on marketing, finance, business economics, business ethics, and international accounting have been conducted. (e) External funds Table 4-1-5: Acquisition of External Funds AY 2012

Item Total No. of faculty

members

MEXT Grants-in-aid for Scientific Research (KAKENHI) ¥3,400,000 5

Total ¥3,400,000

AY 2013

Item Total No. of faculty

members

MEXT Grants-in-aid for Scientific Research (KAKENHI) ¥450,000 2

Research subsidies (Shikishima Foundation for the Promotion of Science and Culture)

¥500,000 1

Consigned research (Nagoya University National University Corporation)

¥3,150,000 1

Collaborative research (Nishikawa Communications Co., Ltd.) ¥860,000 1

Total ¥4,976,000

AY 2014

Item Total No. of faculty

members

MEXT Grants-in-aid for Scientific Research (KAKENHI) ¥650,000 2

Research subsidies (Nitto Foundation for the Promotion of Science)

¥700,000 1

Research subsidies (Nippon Omni-Management Association) ¥620,000 1

Collaborative research (Nishikawa Communications Co., Ltd.) ¥1,200,000 1

Total ¥3,170,000

Our short-term strategy for securing external funds is to develop mechanisms for strengthen

incentives to acquire external funds, such as Grants-in-Aid for Scientific Research (KAKENHI) for

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individual faculty members. Our long-term strategy is to make systematic efforts to develop the capability to secure external funds, both among faculty members and as an institution. 2) Issues to be improved

None in particular PRT Comments: ・An extensive self-check is done. ・The issues involving financial requirement are subject to the University policy and are beyond the discretion of the division in charge of this Program. Detailed Standard 1: “The School must have a financial basis necessary for realizing its mission statement.” 1) Self-Check

To cover the routine costs needed for realizing its mission statement, the School receives operating expenses from the University, including expenses related to the projects for maintaining and enhancing the quality of education, individual research allowances, and various book allowances. In addition, we receive financial support from the Nanzan University Management Society and the Nanzan University Center for Management Studies. These funds are sufficient to cover the routine costs needed to realize the School’s mission statement. 2) Issues to be improved

Currently, the University funds the projects for maintaining and enhancing the quality of education as the special budget. We will continue requesting the University to turn this into the ordinary budget. PRT Comments: ・The School’s projects for maintaining and enhancing the quality of education are funded as the special budget by the University. The School is requesting the University to turn this into the ordinary budget. ・Since the School does not have any-executive programs as a source for external revenue, it is not in a position to formulate its own financial strategy. Detailed Standard 2: “The School must develop financial strategies for securing the funds necessary for realizing its mission statement.” 1) Self-Check

It is necessary to secure external funds to promote new education and research that corresponds to changes in the business environment. The School’s short-term strategy for securing external funds is to develop mechanisms for strengthening incentives to secure external funds among individual faculty members. In the AY 2010, we began withholding ¥50,000 of the ¥500,000 individual research allowance allocated to each faculty member and returning the withheld amount to faculty members who apply for external research funds. In long-term, it is necessary to develop the capability to secure external funds, both among faculty members and as an institution. Therefore, our long-term strategy is to establish mechanisms that will enable us to do this.

We started the following initiatives to help faculty members develop the capability to secure external research funds from 2011. ● Through faculty development seminars, share the experience and knowledge of full-time faculty members who have efficiently secured external research funds in the past. ● Hold faculty development seminars in which individual faculty members present current and/or prospective research projects in order to encourage synergies and interaction among faculty members.

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● Consider a system of financial subsidies in order to encourage full-time faculty members to hold voluntary workshops, host workshops with outside researchers, and workshops with companies or graduates. Aim to commence this from the AY 2012. ● In order to encourage research proposals to companies opportunities will be created in faculty development meetings for faculty members to consult with one another on project planning. After being approved at the Program Assembly a system of financial support for these proposals will be considered with the aim being to implement this system in the AY 2012. ● Publish a list of educational and research output of all full-time faculty members in the Nanzan Management Review every academic year in order to boost their motivation to engage in research activities.

A faculty development seminar on acquiring external research funds, such as Grant-in-Aid for scientific research, was held in the AY 2011. In this session, three professors belonging to our program who possess a wealth of experience on this front spoke to our full-time faculty members about such topics as how to fill in applications and setting research topics. Almost all of our full-time faculty members were able to attend, so it served as a valuable opportunity to share know-how.

With regard to faculty development seminars to promote research exchange (research reports by full-time faculty member), full-time faculty members have been giving such presentations in the fall semester of every academic year since 2011. Financial support is available for conference expenses and photocopying costs.

A Joint research proposal to companies was planned, but was not materialized. From the AY 2011, a list of the previous year’s educational and research output (including

activities in society) by each full-time faculty member is published in the first number of the Nanzan Management Review.

Through faculty development seminars there has been a sharing of know-how among full-time faculty members about acquiring Grant-in-Aid support for scientific research. However, our success in securing Grant-in-Aid support for scientific research has slowed down, because the three professors belonging to our program who possess a wealth of experience on this front have all retired.

Faculty development seminars to promote research exchange and the creation of a list of the educational and research output of all of our faculty members have contributed to a better understanding among members of the research content and output of their peers. We hope that this will lead to greater success in acquiring jointly Grant-in-Aid support for scientific research. 2) Issues to be improved

We have been unable to secure as much external funds as expected. Revise strategies for securing external funds to develop the features of our educational programs. PRT Comments: ・The School has been unable to secure as much external funds as expected. It is their realization that some revision of strategies is needed for securing external funds to develop the features of its educational programs. ・No new facts emerged in the on-site interview. Detailed Standard 3: “The School must take appropriate action to secure adequate budgets necessary for realizing its mission statement.” 1) Self-Check

To realize our mission statement, in the AY 2009, the School began receiving a special budget (three million yen/year) for projects for maintaining and enhancing the quality of education and has used this budget to improve the quality of education. However, we must request this special budget

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every year. We have asked the University to turn this into the ordinary budget. In addition, in the AY 2015, we secured a special public relations budget of one million yen. Meanwhile, as measures unique to the organization for promoting the efficient use of budgets, the School requires faculty members to report the usage breakdown of their individual research allowance. The School has flexibly allocated budgets, including joint expenditure budgets for the Faculty and Graduate School and has strengthened freedom of discretion, facilitating efficient budget management that corresponds to the ways in which faculty members use their research allowances. For example, we have arranged budget allocations for books, travel expenses, and materials so that they can be flexibly used in a way that corresponds to faculty members’ research plans. 2) Issues to be improved

Currently, the University funds the projects for maintaining and enhancing the quality of education as the special budget. We will continue requesting the University to turn this into the ordinary budget. PRT Comments: ・SER simply repeats that they will continue requesting the University to finance the School operation as part of the ordinary budget, not as the special budget. They are yet to formulate a strategy to secure external funds. ・There are no new findings came up in the on-site interview. 2) CHAPTER TWO: EDUCATIONAL PROGRAMS Standard 5-LEARNING GOALS Basic Standard: “The School must define its learning goals which imply innovation and discovery, global engagement, and diffusion of technology for realizing its mission statement.” 1) Self-Check

To nurture professionals who embody our mission statement, we have defined the following four learning goals: Learning Goal no. 1: Cultivate a firm conviction and flexible decision-making ability

based on careful consideration of what business ethics and corporate social responsibility mean in the global 21st century.

Learning Goal no. 2: Nurture a broad perspective, the ability to think through issues logically, and the management ability to get things done.

Learning Goal no. 3: Further enhance the advanced expert knowledge and practical ability required to be successful business professionals.

Learning Goal no. 4: Learn the theories and analytical tools that form the foundation of business practice, including basic knowledge of the main functional areas in business and analysis of financial reports.

These learning goals summarize the knowledge and abilities to be nurtured, set forth in our mission statement, that our students must acquire. By acquiring these knowledge and abilities, our students can become business leaders in the global 21st century who, while maintaining the University’s motto “For Human Dignity,” would fulfill social responsibilities and facilitate business management contributing to the development of regional and international society. A broad perspective, the ability to think through issues logically, and the management ability to get things done are critically important requirements for achieving innovation and discovering new knowledge. As businesses become more global, students must consider what type of business ethics and CSR are required and develop a firm conviction and flexible decision-making ability. In addition, students must acquire advanced knowledge and analytical methods for theory and practice based

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on the latest developments generated by rapid technological advancement. 2) Issues to be improved

None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・It was found that the standard is surely addressed and satisfied. Detailed Standard 1: “The School must clearly stipulate its learning goals in brochures such as its syllabi and publicize them to its students.” 1) Self-Check To publicize the four learning goals listed above to our students, the School specifies them on the School’s website and in the Graduate Student Handbook. Furthermore, we explain the mission statement and learning goals to students at an orientation for new students and semesterly course registration guidance sessions. In addition, we specify the four learning goals on the School’s brochure and explain them to participants at School briefings. 2) Issues to be improved

None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・It was found that the detailed standard is surely addressed and satisfied. Detailed Standard 2: “The School must provide academic assistance to students in choosing the courses in line with their learning objectives in accordance with the guidelines for student assistance.” 1) Self-Check To deepen students’ understanding of the learning goals, we distribute and explain guidance materials containing the learning goals and a recommended order for taking courses and a Learning Guidebook at an orientation for new students and semesterly course registration guidance sessions. The Learning Guidebook contains a course structure and registration guideline for each area of accounting, marketing, finance, Human Resource Management (HRM), strategy, and operations management as well as a selection chart of recommended courses for learning about monozukuri (manufacturing) and business administration in Asia. During our guidance sessions, the Director of the Graduate Program and the Student and Academic Affairs Coordinators provide explanations and respond to inquiries about course registration.

Furthermore, each student is assigned to an adviser who is a full-time faculty member in charge of the study area in which the student is most interested. Each adviser responds to inquiries and provides advice to individual students in their care and helps them, for example, to prepare learning plans for each semester. Advisers offer necessary advice and support until the completion of the program. In addition, at the beginning of the AY, students submit a Learning Plan detailing their own learning goals and plans for the courses that they will take each semester. Then, at the end of the AY, students submit a self-evaluation report. These materials are then forwarded to the adviser. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・It was found that the detailed standard is surely addressed and satisfied.

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Detailed Standard 3: “The School must build a system to enhance communication among students, faculty, and staff, and provide academic assistance to students to help them achieve their goals.” 1) Self-Check In April, the School holds an orientation for new students, at which the mission statement and learning goals are explained. In May, we collaborate with our current students to organize a Welcome Party for new students. Officials of the Nanzan Business School Alumni Association also participate in this event. We take steps to ensure that students and faculty members quickly remember each others’ faces and achieve smooth communication initially, for example, by distributing a name list containing photographs of students and faculty members. Each student is assigned to an adviser, who responds to inquiries and provides advice on issues such as preparing learning plans for courses taken each semester until the completion of the program. However, some students do not make the most of opportunities to receive academic advice from advisers. 2) Issues to be improved Some students do not make the most of opportunities to receive academic advice from advisers. PRT Comments: ・SER states that some students do not make most of the opportunities to receive academic advice from academic advisors. However root cause of this problem is not yet mentioned, and it might lead to many possibilities. Since this standard addresses the system for enhancing communication, further explanation is needed on how the School will go about improving this state of affairs. ・Rout causes of this problem were discussed during on-site visit. Standard 6-MANAGEMENT OF CURRICULA Basic Standard: “The School must design its curriculum systematically to realize its mission statement.” 1) Self-Check In order to foster people who embody the mission of our program, we have set up four learning goals described in Standard 5. The curriculum of our program is systematically designed to achieve these learning goals.

In order to achieve Learning Goal no. 4, the curriculum of our program includes “introductory courses" and "core courses." To achieve Learning Goal no. 3, there are various "advanced courses." For Learning Goal no. 2, there are "practical courses." In order to achieve Learning Goal no. 1, the program has established “Business Ethics” among its core courses and Environmentally-oriented Management and CSR courses (seven courses) in the advanced courses. To heighten students’ global communication ability, we offer "communication skills courses." A. Introductory courses and core courses

Students must develop the ability to handle a range of challenges in business. For that purpose, it is necessary to not only possess a deep knowledge of a functional area of expertise, but also to have a wide knowledge of all of the main functional areas. In addition, it is necessary to understand the analytical tools that support decision-making in those areas, and to sufficiently understand corporate social responsibility. The introductory and core courses are designed to build an understanding of the basic theories and essence of business. There are six core courses, all of which all compulsory in the first year of study. B. Advanced courses

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Based on an understanding of the basic theories of business, the advanced courses are designed to enhance the more sophisticated expert knowledge and practical abilities that students need to improve their specialized area of performance. There is a diverse range of course groups: Accounting, Finance, Human Resource Management, Strategy, Marketing, Operations Management, Environmental Management and CSR. It is necessary to nurture the professional skills that companies in the Tokai region need for globalization. Many of the courses aim to develop in students the ability to collaborate with companies in various Asian countries and regions. C. Practical courses

Through management-related problem solving, the practical courses seek to extend the students’ ability to think through issues logically and get things done. Research Project I is an introductory course designed to teach students about problem solving, how to carry out and drive research forward. Students also learn about team building and leadership. In Research Project II students set up their project theme, recruit team members before committing themselves to problem solving exercises in groups. In the Industry-government-academia Collaboration Project students work in groups to seek solutions to problems put forward by collaborating companies. In the Research Paper, students carry out research related to issues they face in their own work situations. D. Communication skills courses

Communication skills courses are designed to enhance the skills required for writing, discussion and presentation in English and Chinese, which are required to carry out business in Asia.

Credits required are as follows: 12 core course credits, 18 advanced course credits and 6

practical course credits. Students must gain a total of 40 credits to graduate from the program. Curriculum table (Courses and Required Credits)

Course group First year Second year Required credits

for completion Spring semester Fall semester Spring semester Fall semester

Introductory

Introduction to Accounting Introduction to Quantitative Analysis

0 or more

40 or more

Core

Business Ethics, Introduction to Finance Accounting and Management, Organizational Behavior, Introduction to Marketing, Business Economics

12

Advanced

Accounting (9 courses), Finance (7 courses) Human Resource Management (12 courses) Strategy (9 courses), Marketing (9 courses) Operations Management (9 courses) Environmentally-oriented Management and CSR (7 courses) Related topics (3 courses)

18 or more

Practical Research Project I

Research Project II Industry-Govern- ment-Academia

Collaboration Project

Research Paper 6 or more

Communica- tion Skills

Business Discussion in English, Business Writing in English and Elementary/Intermediate Chinese for Business

Not required for graduation

※ A maximum of 4 credits from the introductory courses and a maximum of 4 credits from other programs can be counted.

2) Issues to be improved

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We systematically design our curriculum to realize our mission statement. Strengthening collaboration with local industries and regional society, we should further enhance the following two unique features of our educational program: practical education that responds to the industrial needs of the Tokai region and responsible management education that upholds the University’s educational motto “For Human Dignity.” PRT Comments: ・The School systematically designs its curriculum to realize its mission statement. It is yet to further strengthen collaboration with local industries and regional society so that the Program enhance two unique features: 1) Practical education that responds to the industrial needs of the Tokai region, and 2) Responsible management education that upholds the University’s motto “For Human Dignity.” ・The explanations were convincing of the basic standard being satisfied. Detailed Standard 1: “In designing its curriculum, the School must pay attention to combining theory and practice effectively in line with its mission statement and following the current trends in management education and research.” 1) Self-Check In advanced courses, the School maintains a good balance between theory-oriented and practice –oriented courses. The theory-oriented courses focus on acquiring advanced knowledge (in particular, theory) and applied skill needed to operate as a business professional, whereas the practice-oriented courses focus on strengthening students’ practical capabilities and developing their ability to think through practical issues while referring to theory. The theory-oriented courses are mainly taught by academically qualif ied faculty members, whereas the practice-oriented courses are mainly taught by professionally qualified faculty members In its practical courses, the School appropriately bridges theoretical and practical education by instructing students in both theoretical and practical aspects under a joint advisory framework comprising multiple instructors, some of whom are academically qualified faculty members and others professionally qualified faculty members. In particular, we have implemented project-based education in collaboration with local industries as the Industry–Government–Academia Collaboration Project, which was established in the AY 2012. In the AY 2012, we collaborated with five companies, Kajima Corp.; Kumagai Gumi Co., Ltd.; Shimizu Corp.; LIXIL Corp.; and Toto Ltd., planning and proposing facility (restroom) improvement measures, including measures for improving the Nanzan University restrooms. In the AY 2013, we established the Growth Strategy Proposal Project for International Entrepreneurs in the Tokai Region, under which we formulated growth strategy proposals for TMG International, a company selling high quality meat products throughout Japan through an online shop. In the AY 2014, we established the Nanzan University Green Campus Project and the Nagoya (City Park) Green Project, and in collaboration with Kojima Industries Corp., designed concepts for maintaining greening of facilities based on the theme of promoting greenery at Nanzan University and in Nagoya. 2) Issues to be improved None in particular PRT Comments: ・This standard is not satisfied. The Program here is at not attractive in terms of this standard. The SER acknowledges that the Program here is seen as being oriented towards toward research or placing too much emphasis on theory or lecture. ・The School is making efforts to shore up the practical education by enriching courses such as Project I and Project II: Industry-Government-Academia Collaboration Project.

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Detailed Standard 2: “In designing its curriculum, the School must aim at helping students acquire expertise, advanced professional skills, advanced levels of scholarship, high ethical standards, and a broad international perspective which are necessary for management professionals.” 1) Self-Check The School has organized its curriculum in a manner that helps students acquire expert knowledge and skills and advanced professional abilities. We offer a wide range of advanced courses covering such areas as accounting, finance, HRM, strategy, marketing, and operations management. Our Business Ethics, Management Philosophy and Corporate Social Responsibility, and Internal Auditing courses expand students’ sense of professional ethics. In particular, we have sought to cultivate this sense of professional ethics by positioning the Business Ethics course as a required core course.To broaden students’ international perspectives, we have established International Accounting, International Investment, Human Resource Management in Asia (A&B), International Management, International Business Management in Practice, Business Management in Asian Muslim Countries, Japanese Business Management as seen from Abroad, and International Marketing courses in advanced courses. 2) Issues to be improved None in particular PRT Comments: The standard is properly addressed and satisfied. Detailed Standard 3: “In designing its curriculum, the School must include core courses to provide a foundation necessary for management education and research.” 1) Self-Check The School has established six core courses required for all first year students as follows: Business Ethics, Accounting and Management, Introduction to Finance, Organizational Behavior, Introduction to Marketing, and Business Economics. By learning these courses, students understand the basic theories and essence of business and laying the groundwork for becoming a professional who fulfills social responsibilities from the business ethics perspective. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 4: “The School must set a process to review its curriculum systematically and update its curriculum periodically.” 1) Self-Check The Graduate Program in Business Administration Self-Evaluation Committee reviews the curriculum each year based on the data regarding students’ course records, program completion, credits earned, academic achievement, and career progression, as well as student class evaluation results, student satisfaction survey results, advisory board’s opinions. In the AY 2011, we established the Curriculum Committee. If revision of the curriculum is deemed necessary based on the results of the Self-Evaluation Committee’s curriculum review, the Curriculum Committee conducts a more detailed review and prepares a draft curriculum revision. The draft is discussed by the Program Assembly and then deliberated by the Graduate School Committee. In the last five years, we revised the curriculum based on the results of

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ongoing reviews in the AYs 2011, 2012, and 2015. As just described, the School has defined a process for reviewing its curriculum and regularly conducts this process. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 5: “The School must design a system which enables its students to take related courses in other departments at the same university and at other universities, a credit transfer system with other schools, and a system to allow students to receive academic credit by completing an internship program.” 1) Self-Check Students can take courses from other graduate schools at Nanzan University and other programs in the Graduate School of Business Administration, and up to four credits gained from these courses can count toward the total number of credits required for graduation. Furthermore, the School has established a credit system in which, when deemed beneficial from an educational standpoint, up to 20 credits gained at other graduate schools may be recognized as credits earned in our program (the Graduate Program in Business Administration). However, the School has not established a system in which students can receive credits for internships. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 6: “The School must utilize appropriate educational methods, including case studies, site surveys, debates, discussions, and question and answer sessions between faculty members and students and / or among students.” 1) Self-Check The School has introduced appropriate educational methods by taking each course’s characteristics into consideration. In many courses, lectures are supplemented with discussions based on cases. The proportion of discussion is particularly high in courses from the areas of HRM, marketing, and strategy. Group work is also utilized in a large number of courses. In our practical courses, we appropriately bridge theoretical and practical education by instructing each of our students in both theoretical and practical aspects under a joint supervision framework comprising multiple instructors, some of whom are academically qualified faculty members and others professionally qualified faculty members. 2) Issues to be improved None in particular PRT Comments: The Program here appears disadvantaged at least in the eyes of those aspiring for business professionals. SER acknowledges that, “while our competitors teach with the case method in almost all classes, we are seen oriented toward placing too much emphasis on theory or lectures.”・The above observation was further confirmed. Detailed Standard 7: “When the School provides distance education, it must aim to maximize its educational effect by utilizing various media.” 1) Self-Check

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This Detailed Standard does not apply as the School does not offer distance education. 2) Issues to be improved PRT Comments: This Detailed Standard does not apply as the School does not offer distance education. Standard 7-EDUCATIONAL LEVEL Basic Standard: “The School must set the quality level of educational content so as to enable students to achieve their learning goals.” 1) Self-Check Learning Goal No. 1, “Cultivate a firm conviction and flexible decision-making ability based on careful consideration of what business ethics and CSR mean in the era of globalization,” is primarily a learning goal for Business Ethics in core courses. Students must be able to, from the viewpoint of a manager, express in their own words the values and ethical perspectives upheld by an organization, understand the richness of thought on ethics and the essence of representative theories, and conduct their own unique analysis of each case by learning ethically sound decision-making methods.

Learning Goal No. 2 , “Nurture a broad perspective, the ability to logically resolve problems, and the effective management abilities,” is primarily a learning goal for our practical courses. Working independently or in groups, students must identify appropriate challenges, think through issues from various perspectives, discover appropriate solutions supported by theory, and organize their findings in reports.

Learning Goal No. 3, “Further enhance the advanced expert knowledge and practical ability required to be successful business professionals,” is primarily a learning goal for our advanced courses. Therefore, a high level of educational content and high attainment targets are required; grades are evaluated based on students’ contribution to in-class discussions, group work results, presentations, and term papers.

Learning Goal No. 4, “Learn the theories and analytical tools that form the foundation of business practice, including basic knowledge of the main functional areas in business and analysis of financial reports,” is a learning goal for our introductory and core courses. The level of educational content is appropriate for fostering basic knowledge, and we have set attainment targets for each course and have specified these in the syllabus. To check students’ level of understanding, almost courses include assessment by written examination. For example, the attainment target of the introductory course “Introduction to Accounting” is to understand basic account titles and content (equivalent to level 3 of the Bookkeeping Test), and to check this understanding, students take a written examination at the end of term. 2) Issues to be improved None in particular PRT Comments: The standard is properly addressed and satisfied. Detailed Standard 1: “The School must provide an environment and a guidance system that is conducive to learning and teaching in order to maintain the quality level of educational content.” 1) Self-Check Each student is assigned to an adviser who is a full-time faculty member in charge of the study area in which the student is most interested. Each adviser responds to inquiries and provides advice to individual students in their care, helping them, for example, to formulate suitable plans for courses they will take. Advisers offer the necessary guidance and support until the completion of the

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program. At the beginning of the AY, students submit a Learning Plan detailing their own learning goals and plans for the courses that they will take each semester. Then, at the end of the AY, students submit a self-evaluation report. These materials are then forwarded to the adviser. At the beginning of each semester, we offer course registration guidance and the Director and the Student and Academic Affairs Coordinators respond to questions and provide academic advice related to the curriculum. Furthermore, we have established a system for compiling the course records all students, in which the Director and the Student and Academic Affairs Chief Coordinator collaborate with the Academic Affairs Office. When dealing with underachieving students, their advisers, the Student and Academic Affairs Chief Coordinator, or the Director assesses the situation and inform students about their prospects for completing the course based on their current situation and, wherever required, encourages students to devote more effort to their studies and provide academic advice. Each course instructor provides the students with his/her email address and responds to questions via email. All full-time faculty members and some supporting instructors set office hours for students studying in the Program and use these office hours to provide academic advice to students.

Learning mainly occurs in Building J of the Nanzan University Nagoya Campus. Building J contains regular classrooms, PC classrooms, a student lounge, offices of for full-time faculty members, and the Office for the Graduate School of Business Administration. All the classrooms on the fifth floor of Building J, where most classes are held, are equipped with audiovisual equipment. Students’ lockers are also provided on the fifth floor. To create the environment for self-study, the School has provided student study rooms on the third floor of the University Library and a lounge in Room J414 of Building J. Major magazines and newspapers are available in the lounge. In addition, students may use vacant classrooms after 17:00 on Saturday. The study rooms on the third floor of the University Library is a three min walk from Building J and the use of the study rooms tends to be lesser due to its deterioration. Other issues that need to be considered include improving the student lounge of the fourth floor of Building J and securing of a group work space on the fifth floor of Building J. 2) Issues to be improved There is room for improvement in terms of the physical facilities, including the deteriorating student study room and the lack of a group-work space in Building J. PRT Comments: ・The School recognizes the needs for improvement in terms of physical facilities, including the deteriorating student study room and the lack of group work space in Building J. ・The guided tour to the facilities and the explanations confirmed the needs mentioned above. Detailed Standard 2: “The School must secure adequate classroom hours necessary for completing one credit of each course in order to maintain the quality level of educational content.” 1) Self-Check Courses offered at the School carry either one or two credits. Two credit courses comprise 15 × 90 min classes, excluding semester final examinations. Therefore, the school has secured a total of 1350 classroom min per course and 675 classroom min per credit. One credit courses comprise 8 × 90 min classes, excluding semester final examinations. Therefore, the school has secured a total of 720 classroom min per course and credit. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied.

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Detailed Standard 3: “The School must design adequate time schedules and set a limit to the number of credits which students can take to assure students’ learning efficiency in order to maintain the quality level of educational content.” 1) Self-Check To assure students’ learning efficiency, the School has set the limit to the number of credits which students can register: The limit of registered credits for the year is 30 credits. The School’s classroom schedule is as follows: Weekday evenings: Period 6 - 18:40–20:10, Period 7 - 20:20–21:50 Saturdays: Period 1 - 9:20–10:50, Period 2 - 11:05–12:35, Period 3 - 13:30–15:00, Period 4 - 15:15–16:45, Period 5 - 17:00–18:30

The School makes it easy for working students to take courses by arranging first year required core courses on Saturdays. Furthermore, we have taken steps to avoid scheduling courses from the same area in the same period on the same day; however, some students and graduates have mentioned that there were some courses that they were not able to take due to clashes in timetable. One of the main reasons for this is the large number of courses offered. When we revised the curriculum in the AY 2011, we rearranged the course structure, integrating and discontinuing courses to reflect the needs of students. In addition, in the AY 2015, we reduced the number of classes offered in Period 6 and increased the number of classes in Period 7 in response to opinions of working students who found it difficult to take courses offered in early periods (Period 6) on weekday evenings. Thus we have also arranged a timetable that is convenient for working students. 2) Issues to be improved The University plans to introduce a quarter system from the AY 2017. We must design a timetable that makes it easy for working students to take courses. PRT Comments: ・The School is to design a new timetable that is easy for working students to take courses, since the University plans to introduce a quarter system from the AY 2017. ・The explanation was convincing of this detailed standard being satisfied. Detailed Standard 4: “The School must establish clearly defined standards for calculating grades and for evaluating the academic performance of its students, state them in its School code, and inform the students of them in order to maintain the quality level of educational content.” 1) Self-Check The requirements for program completion are stipulated in the Nanzan University Graduate School Rules and Regulations; in addition to specifying these requirements in the Graduate Student Handbook, we carefully explain them to students at the orientation for new students and semesterly course guidance sessions. Completion Requirements Students must enroll in the Graduate Program in Business Administration for two or more years, gain the specified number of credits, and pass the final examination. If credits acquired prior to admission are recognized as credits earned in the Graduate Program in Business Administration, it is possible to shorten the period of enrollment by a period of time corresponding to the number of credits earned in no more than one year. Curriculum Structure and Number of Credits Required for Completion

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(1) The curriculum comprises introductory, core, advanced, practical, and communication skills courses. The number of credits required for course completion is 40. Students must earn 12 credits from the six core courses, 18 or more credits from advanced courses, and six or more credits from practical courses including Research Project I and Research Paper (credits earned from Communication Skills Courses are not required for course completion).

(2) Up to four credits earned from introductory courses can count toward the number of credits required.

(3) Students may only register one practical course per semester. Students may only take Research Project II and Industry–Government–Academia Collaboration Project after earning credits from Research Project I. Students may only take the Research Paper course after earning four credits from practical courses.

(4) Wherever deemed necessary by the Graduate School, up to four credits earned at other graduate schools or in other Programs may be counted toward the number of credits earned from advanced courses.

Standards for calculating grades are also defined in the Graduate School Rules and Regulations. Grades are assigned based on the following five-point scale. This scale is specified in the Graduate Student Handbook and explained to students at the orientation for new students. A+ 90–100 A 80–89 B 70–79 C 60–69 F 0–59

The evaluation methods for each course are specified in the syllabus. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 5: “The School must take measures that ensure that the completion of the program and the academic performance of students are evaluated fairly, and that grades are calculated in an objective and standardized way in order to maintain the quality level of educational content.” 1) Self-Check

To assign course grades, the course instructor determines the course attainment targets and evaluation methods and conducts absolute evaluation based on the attainment targets. Course instructors are required to ensure that grades are assigned fairly and in a standardized manner by not assessing students merely through semester final examinations but employing various evaluation methods, such as short in-class tests, contribution to in-class discussions, presentations, and homework. The attainment targets and evaluation methods are specified in the syllabus and publicized to students taking the course. Furthermore, the School strictly manages student attendance and deadlines for the submission of reports. At the orientation and course registration guidance sessions, we inform students that being absent for more than one-third of the classes in a course will result in them obtaining a F (fail) grade.

Students may appeal for grade revision by notifying their reason for the appeal using the Grade Revision Form that should be submitted to the Academic Affairs Office within a week after the announcement of grades. If the instructor receives an appeal, he/she must respond to the student in writing via the Academic Affairs Office. If the student is not satisfied, he/she may submit a further appeal. The approval of the Dean and the Nanzan University Academic Affairs Committee

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must be obtained before grades can be changed and this is one reason for rigorous evaluation by instructors. The School specifies its grade appeal system in the Graduate Student Handbook and explains it to students at the orientation.

In AY 2011, faculty members discussed the permissible range for grade dispersion among courses at our faculty development meetings to discuss the results of the student class evaluations. Consequently, a rule was established that requires instructors of courses for which the average grade awarded is above 3.5 or below 1.5 to complete a form stipulating the reason and submit this to the Director of the Graduate Program. The documents to be submitted is, if necessary, used as reference materials at faculty development meetings. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 6: “The School must set a quota on the number of students registered to a course in accordance with its educational methods, the availability and condition of its facilities, and other educational considerations in order to maintain the quality level of educational content.” 1) Self-Check Table 7-6 shows the number of students registered for courses offered in the AY 2014. There were no classes in which the number of registered students was too large to achieve sufficient educational effects. However, small classes of five or fewer students accounted for 50%. While these small classes have the advantage of providing scrupulous education that corresponds to the knowledge and ability levels and needs of individual students, the class size is too small for promoting discussion from various viewpoints and encouraging competition among students; therefore, this issue needs to be addressed. There are several possible reasons for this. First, the number of students is less than the student quota. The number of students in the AY 2014 was 41, approximately half of the quota of 90. The School must strive to meet the student quota. Second, the number of courses offered is relatively large compared with the student quota. Third, there may be some courses for which there is little demand among students. Fourth, while there may be demand for the course itself, students may not feel drawn toward the teaching content of the course instructor. Fifth, insufficient academic advice is provided; so, despite the fact that students would benefit from taking a certain course, they do not take it because they are unaware of its benefits. This issue was also recognized as an issue for improvement in the previous accreditation, and we have implemented various initiatives. To solve the second and third problems, faculty members bringing in their own syllabus in each of the areas collaborated on the unification or abolition of courses considering their relationship with other courses, duplication of content, and taking into account the needs of students. To solve the fourth problem, we improved the method of collecting student class evaluations to extract students’ opinions about small classes more efficiently. We made the following specific changes: 1) Changing from the previous method of using a designated drop-box to collect in responses to collecting them up in class. 2) The collection is carried out by a representative of the students and then submitted to the Office for Graduate School. 3) To ensure that the content of the responses does not influence student grades, the responses are given to the faculty members in charge of the course after they have submitted their grade report. The students are informed that this procedure is used.

To solve the fifth problem, we drew up the Learning Guidebook which contains a course structure and registration guideline for each area of accounting, marketing, finance, Human Resource

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Management (HRM), strategy, and operations management as well as a selection chart of recommended courses for learning about monozukuri (manufacturing) and business administration in Asia. We distributed and explained it to students at guidance sessions. In spite of the above measures, the proportion of classes with five or fewer students remains high. Table 7-6: Number of Students Registered for Classes (AY 2014) Number of students

1–5 6–10 11–15 16–20 Total

Number of classes

34 21 4 9 68

To sum up, there were no classes in which the number of registered students was too large to achieve sufficient educational effects; however, the proportion of classes with five or fewer students, in which it is difficult to promote discussion from various perspectives and encourage competition among students, was around 50%. Although we have taken several measures, the proportion was still high. 2) Issues to be improved The proportion of classes with five or fewer students is high. To reduce this figure, we must strive to increase the number of applicants. PRT Comments: ・In contrast to the spirit of this standard setting a limit to the class size, the School takes issue with the most classes of less than five students. An effective business education really needs an appropriate class size, since team works and interactions among students are important to nurture business professionals. Table 7-6 Numbers of Students Registered for Classes (AY 2014)

Number of Students 1-5 6-10 16-20 Totoal Number of Classes 34 21 9 68

・The root cause of this issue is the continued low levels of applicants and enrollments far below the capacity. The School is unable to selective of those suited for its target student profile. This in turn results in relying upon the passive mode of learning by lecture. In other word, with this few students with different levels of basic knowledge and experiences in class, it would be hard to effectuate professional training by learner interactive methods like case studies, group project, and Management Game. Detailed Standard 7: “The School must provide adequate registration guidance, learning guidance and academic and career guidance to respond to the needs of diversified student body including foreign students, and also provide sufficient support for the students taking distance education programs in order to maintain the quality level of educational content.” 1) Self-Check When dealing with foreign students, each course instructor reports students’ attendance each month, and this information is checked by the Director of the Graduate Program. The Center for International Education then reports this information to the Immigration Bureau of Japan. The faculty member in charge of foreign students, the Student and Academic Affairs Coordinator, and advisers respond to foreign students’ inquiries and implement improvement measures wherever necessary. The Nanzan University Career Support Office provides employment information to students and offers advice and support. Furthermore, in the AY 2011, the School began providing career guidance to foreign students and first year students who have advanced directly from the undergraduate programs. This guidance includes job seeking guidance from a professionally

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qualified professor with work experience in personnel department and opportunities for students to receive advice from a foreign student graduate. 2) Issues to be improved None in particular PRT Comments: ・SER states “None in particular” as to “Issues to be improved.” However, there are no data presented as to how the student body is diversified in terms of nationality. ・The data mentioned above were presented in the on-site visit. The visit had interviews with several students. The student body appeared to lack cohesiveness in basic knowledge, work experience, ages and intellectual maturity and rather heterogeneous. Among the interviewees, some were fresh-man and woman just completed undergraduate program and with no work experience, a veteran business retiree, a young entrepreneur of a small business and a foreign worker stationed in Nagoya but not fluent in Japanese, etc. Detailed Standard 8: “The School’s faculty members should share information about students’ course records, attendance rates for each program, total credits earned and academic grades, and develop initiatives to improve students’ learning in order to maintain the quality level of educational content.” 1) Self-Check The School has established a system for compiling the course records of all students, in which the Director of the Graduate Program and the Student and Academic Affairs Coordinator collaborate with the Academic Affairs Office. When dealing with underachieving students, advisers, the Student and Academic Affairs Coordinator, or the Director of the Graduate Program assess the situation, inform students about their prospects for completing the course in light of their current situation, encourage students to devote more effort to their studies, and provide study advice. Furthermore, the approval of program completion and commendations for outstanding achievement are deliberated by the Program Assembly and the Graduate School Committee. At this time, the credits earned by each student are reported and information about students who cannot complete the program is shared among faculty members. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 9: “In case of providing shortened programs, the School must ensure that the educational methods and time schedules enable the students to achieve its learning goals in order to maintain quality level of education.” 1) Self-Check

Detailed Standard 9 does not apply since the School does not provide shortened programs. 2) Issues to be improved PRT Comments: ・Detailed standard 9 does not apply since the School does not provide shortened programs. Standard 8-MEASURES TO IMPROVE EDUCATIONAL QUALITY Basic Standard: “The School must improve its curriculum in a systematic manner to realize its

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mission statement.” 1) Self-Check

As mentioned in Detailed Standard 4 of Standard 6, the School has systematically reviewed and improved its curriculum to realize its mission statement. For example, in the last five years, we revised the curriculum thrice, in the AYs 2011, 2012, and 2015. For example, in the AY 2011 revision, we integrated four programs (Accounting & Finance, HRM, Marketing & Strategy, and Operations Management) into one to respond more flexibly to the diverse needs of our students. Furthermore, we enhanced the content of our practical courses, for example, by introducing the Industry–Government–Academia Collaboration Project. These curriculum revisions were primarily made to achieve the second learning goal, “Nurture a broad perspective, the ability to logically resolve problems, and the effective management abilities.” 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 1: “The School must prepare syllabi which state its educational goals, course contents, course plans, educational methods, class materials, faculty office hours, and standards for evaluating academic performance, ensure that the course content is aimed at achieving the learning goals, and publish the syllabi to be examined through peer reviews.” 1) Self-Check The School has prepared a syllabus for each course that states its course outlines, attainment targets, course plans, learning out of class (preparatory learning, etc.), evaluation methods, textbooks and reference materials. The syllabus is available on the Nanzan University Academic Affairs Office website and can be freely viewed by people inside and outside of the University. Furthermore, a copy of the syllabus is distributed to students during course registration guidance sessions.

When we revised the curriculum in the AY 2011, faculty members in each area reviewed the syllabi one another, wherever necessary, revised the content of courses, and collaborated on the unification or abolition of courses considering their relationship with other courses, duplication of content, and taking into account the needs of students. Furthermore, we plan to implement a similar process in the AY 2016. 8-1: An Example of the Syllabus

Business Ethics

Class code 54215-001 Course

title Business Ethics Instructor Kazuki

Takada

Course period

Fall semester,

every other week

Credits 2 Year of

study

1 Course type

Required

Subtitle

Learn about ethical decision making in management through the case method

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Course Outline

How can we accomplish managerial decision making that considers ethics (the best way for people to live and exist). The aim of this course is to learn about fundamental ethical theories and decision making processes through cases. Managers in charge of human resource (people) management and coordination often face challenges and dilemmas in coordinating resources (things), finance (money), and information. Stakeholder theory, which has been recently gaining attention, expands the scope of managerial consideration beyond shareholders and employees to customers, regional society, business partners, government, and the natural environment. Lessons will take place across two consecutive koma (1 koma = 90 min) sessions by weekly. The first and second sessions will contain the following content: In the first session, students will learn about representative ethical theories while studying mini cases. Although class time is limited, we hope that students will gain an understanding of the diversity and depth of ethical thought. In the second session, students will participate in discussions based on approximately 20 page cases per class. By discussing these cases, students will undergo a type of training that helps them to incorporate managerial ideas in their own arguments and speech. The important questions in the case discussions are, “What would you do in that situation?” “Why did that person say that?” and “What is likely to happen next?” Wherever possible, the course will provide plenty of opportunities for students to read cases, listen to the statements of other students in the course, and discover issues and investigate the response to issues related to business ethics.

Attainment Targets

• Students can express in their own words the values and ethical perspectives upheld by an organization from a manager’s perspective.

• Students can understand the richness of ethical thought and the outlines of representative theories.

• Students can study ethical decision-making methods and deepen their own analysis of individual cases.

• Students can understand systems and management methods for promoting ethical perspectives within organizations.

Course Plan

1. Explain lecture policies and the meaning of learning about business ethics through the case method 2. Introduce the case method and conduct discussions based on mini cases 3. CSR in capitalist and free-market systems 4. Case: The Problem at InSpeech Inc. 5. Stakeholder theory 6. Case: Sears Auto Center 7. Utilitarianism 8. Case: Martin Marietta Corporation: Managing Corporate Ethics 9. Deontological ethics 10. Case: AES Corporation’s Honeycomb System 11. Virtue ethics 12. Case: Lotus Corporation’s New Product – Marketplace: Home Edition 13. Justice as fairness and ethics of care

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14. Case: Dow Corning: Product Management 15. Conclusion

Learning Out of Class (preparatory study, etc.)

• Preparatory study is compulsory for each session. Students must prepare for each session by reading the case and respond to a preparatory resume.

• Students submit a report analyzing and discussing original cases from their own perspective.

Evaluation Methods

• Submission of preparatory assignments (30%) • Interim report (student-produced cases and accompanying discussion) (40%) • End of semester report (independent analysis of cases made by other students studying in the

course) (30%)

Textbooks and Reference Materials

• Lynn Sharp Paine (1999), Hābādo no kēsu de manabu kigyō rinri—Soshiki no seijitsusa o motomete, Keio University Press.

• Raymond S. Pfeiffer & Ralph P. Forsberg (2014), 48 no kēsu de manabu shokugyō rinri—Ishi kettei no shuhō to jissen, published by Cengage Learning, sold by Dobunkan

* Other reference materials will be introduced and distributed during classes wherever appropriate.

Others Classes will take place consecutively over two periods by weekly (breaks will be provided between the two periods wherever necessary). 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 2: “The School must review its curriculum by both examining students’ course records, total credits earned, academic grades and career options, and reviewing opinions from stakeholders.” 1) Self-Check The Graduate Program in Business Administration Self-Evaluation Committee annually reviews the curriculum based on the data regarding students’ course records, program completion, total credits earned, academic grade, career progression, student class evaluations, student satisfaction surveys and opinions exchanged at the Advisory Board, the faculty development meetings to discuss the results of the student class evaluations, and the Faculty Development Seminar inviting dean of other business school as a lecturer. The Committee prepares a Self-Evaluation Report and Report on student class evaluations results, which are then presented to the Program Assembly, Graduate School Committee, and Advisory Board for discussion. Furthermore, each semester, all full-time faculty members participate in the faculty development meeting to discuss the results of the student class evaluations. Student class evaluations are conducted in the final class. The student representative collects responses and submits them to the Administrative Office. To ensure that the content of the responses does not influence student grades, the responses are given to the instructors in charge of the course after they have submitted their grade report. The students are informed that this procedure is used. The response rate is close to 100%. In the student class evaluations, students evaluate the quality of education provided in the classes they have taken on

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a five-point scale. As shown in Table 8-2, the average evaluation score shows an upward trend. 8-2: Student Class Evaluations: Average Quality Evaluation Score Academic Year 2011 2012 2013 2014 Spring semester 3.94 4.27 4.15 4.43 Fall semester 4.27 4.34 4.34 4.44 * Each class is evaluated on a five-point scale (1. Very bad, 2. Bad, 3. Average, 4. Good, 5. Very good) 2) Issues to be improved One of the most important issues regarding the current curriculum that was revealed as a result of the curriculum review is improving practical courses. Practical courses hold the key to achieving the second learning goal, “Nurture a broad perspective, the ability to logically resolve problems, and the effective management abilities.” We focused on expanding these practical courses when we revised the curriculum in 2011. However, student class evaluation scores, the quality level of reports, and other student deliverables have not reached the expected level. The Curriculum Committee took improvement measures, which we plan to incorporate in the AY 2016 curriculum revision. PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 3: “The School must do periodic self-check/self-evaluations and publicize the results.” 1) Self-Check Each year, the School’s Self-Evaluation Committee conducts self-check/self-evaluation and organizes the results in a report, which it submits to the Nanzan University Self-Evaluation Committee. The report is publicized on the Nanzan University’s and the Program’s website. The results of the evaluation are widely shared with the general public. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 4: “The School must conduct faculty development in a systematic manner in order to ensure the high quality of education and research.” 1) Self-Check To improve the quality of education and research, the School has established a Faculty Development Committee, which leads its systematic effort to promote faculty development. We implemented faculty development meetings or seminars seven times in AYs 2011, 2012, and 2013, and eight times in AY 2014.

Every semester, we hold the faculty development meeting to discuss the results of the student class evaluations. Each instructor must receive the summary of the quantitative evaluations and responses collected from the students for the courses he/she is in charge of (along with the results of past quantitative evaluations) and submit a Self-Evaluation Report for each course that summarizes the level of attainment of its educational targets, class evaluations, and issues for improvement in the future in an A4-size page. Then, we take steps to help instructors improve their classes by compiling a booklet of Self-Evaluation Reports, distributing it to instructors, and holding faculty development meetings at which instructors reflect on classes and discuss problems. When

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dealing with instructors with poor quantitative evaluation results, we analyze their past evaluations, Self-Evaluation Reports, and the distribution of evaluation and assess instructors’ circumstances on a case-by-case basis. As shown in Table 8-1, our student class evaluations are improving. This suggests that the faculty development meetings to discuss the results of the student class evaluations have been effective.

In the AY 2011, the School began holding the faculty Development Seminars inviting deans of other graduate schools to give lectures about the current state, issues, and strategies of their schools. These seminars have provided opportunities to collect information and engage in discussion with a view to improve the curriculum.

In the AY 2011, we began holding faculty development seminars in the Fall semester aimed at promoting research exchange among faculty members, at which full-time instructors report their research findings. Furthermore, these faculty development seminars have prompted collaborative research projects.

To enhance responsible management education that upholds the University’s educational motto “For Human Dignity,” which is the feature of our educational program, we are promoting the widespread sharing of our educational motto among faculty members and students. Therefore, in the AY 2013, we began arranging opportunities for full-time faculty members to consider human dignity, business ethics and CSR in their classes. In preparation for this initiative, we held two faculty development meetings: in AYs 2011 and 2012. The meetings offered an opportunity for full-time faculty members to report their initiatives and deepen their understanding through discussion, helping them to make their own preparations. Furthermore, in the AY 2013, we held a faculty development seminar titled “Business Ethics in Management Education: What Themes Can Be Used to Teach Responsible Management?” Led by associate professor Kazuki Takada, the seminar targeted full-time faculty members who do not specialize in business ethics. In addition, in the AY 2014, we held a faculty development seminar on case-based management education. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 5: “The School should establish a system for awarding faculty members who achieve distinguished teaching and research results in order to ensure high quality of education and research.” 1) Self-Check To evaluate full-time faculty members from the perspectives of research and teaching with the aim of improving the quality of their education and research, the School has established a Graduate School of Business Administration Faculty Member Evaluation Committee comprising the Dean of the Graduate School, the Director of the Graduate Program in Business Administration, and the Director of the Graduate Program in Management. The Graduate School requires each of its full-time faculty members to have made at least three educational or research achievements in the recent five year period. The Committee holds interviews to assess the situations of full-time faculty members who have not satisfied this criterion and provides continual advice until the criterion is satisfied. Therefore, the School has established a minimum standard for scholarly achievements and a system for evaluating faculty members. On the other hand, while evaluation of distinguished educational and research achievements is reflected in the faculty promotion system, currently no system is established for awarding instructors for scholarly achievements. The main reason for this is the so-called multi-tasking agency problem on evaluation design. The School is a small organization, and full-time faculty members are required to achieve results with a good balance

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among research, education, school administration, and social contribution. In particular, highly evaluating distinguished research and education achievements would create an imbalance in the effort divided among the four tasks and may negatively affect the overall success of the institution. There is also the problem of measurement, that is, how to fairly evaluate distinguished teaching. Accordingly, the School must carefully design a system for evaluating and awarding instructors for distinguished teaching and research achievements and has not yet introduced this system. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. 3) CHAPTER THREE: STUDENTS Standard 9-STUDENT PROFILE Basic Standard: “The School must specify the target student population and profile of its students to realize its mission statement.” 1) Self-Check To realize its mission statement, the School has defined its target student profile as, “Students with a strong interest in business ethics and social responsibilities required in the 21st century who aspire to become future business leaders, have a keen awareness of issues, a clear future plan, and the strong desire and qualities needed to achieve it.”

To become professionals who are properly mindful of the Nanzan University motto - “For Human Dignity” and carry out their social responsibilities from the standpoint of business ethics and contribute to the development of both regional and international society, our student must have a strong interest in the business ethics and social responsibilities required in the globalized 21st century. To become professionals who are equipped with the knowledge, skills, ideas, and a conceptual framework of a higher order to make it possible to conduct effective management in a globalized business environment and contribute to the development of both regional and international society, first, our students must correctly recognize their own situations in the business world or in the organizations at which they work and imagine what kind of business leader they wish to become in the future. Next, they must carefully prepare a future plan that includes a detailed plan of study for their time at the School based on a keen awareness of what actions they need to take to realize their vision.

Furthermore, since the road to graduation is not always smooth, it is important for students to have qualities such as a strong desire to realize their vision and the ability to think logically, convey their thoughts to others with logical consistency, and persevere till the end while collaborating with others. The School has defined a target student profile based on the approach outline above. 2) Issues to be improved None in particular PRT Comments: The number of the students enrolled has declined to the level of 17 in 2014. This seems to be a cause for concern．This state of affairs appears to be calling for a thorough reexaminations of the contents of education, target student profile and collaborative strategy with local industries. Detailed Standard 1: “The School must make efforts to secure students with target profiles through its selection processes.” 1) Self-Check

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The School selects applicants by documentary examination and interviews. At the documentary examination, we place importance on the “Future Plan” in which applicants describe their work experience, reasons why they choose to study our business school, their study plan at our business school, and future plan for their post-graduation career. At the interviews, we conduct interviews with applicants based on their submitted documents, especially their “Future Plan”. Through this process, we examine whether applicants have a strong interest in the business ethics and social responsibilities required in the globalized 21st century, a keen awareness of issues and a thorough future plan, and qualities such as the ability to think logically, convey their thoughts to others with logical consistency, and persevere till the end while collaborating with others, thereby admitting students who fit our target student profile. However, the number of applicants continues to fall below the enrollment capacity and despite rejecting students who do not meet the standards of the admission regardless of the quota, there is a considerable degree of variation in the clarity of students’ awareness of issues and future plans, their level of desire, and their qualities. A certain proportion of students are foreign students from Asia, and we admit a large number of adults working in companies in the Tokai region, including manufacturing firms. This mix of students has given rise to an environment in which we are able to offer simulated Asian collaborations with students working in companies in the Tokai region, in which monozukuri, i.e., manufacturing plays a significant role. This plays a certain role in realizing the mission statement. 9-1 Number of Students enrolled 2012 2013 2014 Full-time students enrolled 4 3 8 Part-time students enrolled 19 23 9 Total number of students enrolled

23 26 17

2) Issues to be improved It is necessary to increase the number of applicants and admit more desirable students in terms of clarity of issue awareness and future plans, desire, and qualities by strengthening collaborations with regional society. PRT Comments: ・The School is only aware of the needs for increasing the number of applicants and admitting more desirable students. It is also aware of the needs for collaboration with regional society in this respect. The School is yet to formulate some drastic measures in these directions. ・The low levels of the applicants were discussed as one of the important issues. This might be due to low budget for promotion, due to location, and due to expensive tuition fees. However, the reviewers’ view is that more accurate reasons and deeper causes need to be analyzed carefully in order to find right reason and right solution for these issues. Detailed Standard 2: “The School must provide opportunities for the candidates to take entrance examinations in a fair and unbiased way.” 1) Self-Check The School conducts entrance examinations twice a year, in September and February. The types of our entrance examinations are “entrance exam for working adults,” “entrance exam for general applicants,” “recommendation-based entrance exam for Nanzan University undergraduates,” “entrance exam for expatriates,” and “recommendation-based entrance exam for students in the Japanese Language Program (CIS) of Nanzan University.” Therefore, we provide various types of entrance procedures for potential applicants. Recommendation-based entrance exam is only

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available to current students at Nanzan University; however, in the other selection procedures, we screen students based on common standards regardless of which university or faculty they come from. We hold approximately 10 school briefings sessions a year, at which we explain our educational program including our mission statement, target student profile, admission policy and, entrance examinations. The exam schedule is stated on both the University’s website and the School’s website. Applicants may download the School’s application guidebooks and application forms at the University’s website or request them on Internet. 2) Issues to be improved None in particular PRT Comments: The standard is properly addressed and satisfied. Detailed Standard 3: “The School must update its target student profile to meet the requirements of the School’s admission policy on a continuous basis.” 1) Self-Check In the AY 2010, three policies (admission policy, curriculum policy, and diploma policy) for each faculty/department and graduate school/program were established throughout the University. Although the School already had established its admission policy, its target student profile and admission policy were reviewed the Self-Evaluation Committee and deliberated and approved by the Program Assembly. Although we decided not to change the target student profile in this revision, to aid understanding, we decided to more clearly specify in the admission policy that students are selected based on whether they fit the target student profile through documentary examination and interviews.

In accordance with the admission policy, we rigorously screen applicants through documentary examination and interviews to determine whether they have “a keen awareness of issues and a clear future plan” for becoming “future business leaders” and the “strong desire and qualities needed to achieve it.” 2) Issues to be improved None in particular PRT Comments: ・The School decided not change the target student profile. ・The target student profile is well defined. With this low level of applicants, however, the School is not in a position to be selective of those suited for the profile. Standard 10-STUDENT ADMISSION Basic Standard: “The School must clearly stipulate its admission policy in its selection processes.” 1) Self-Check The School continually reviews its admission policy, and the current admission policy is given below. The admission policy includes the mission statement, target student profile, and selection procedure and is available to the public via the School’s website (http://www.nanzan-u.ac.jp/grad/d_bs/policy.html) and in the application guidebooks. Admission Policy

The School aims to nurture business professionals who, as members of the international community, uphold human dignity and possess the expert knowledge and skills needed to fulfill social responsibilities in their corporate activities and contribute to building deep relationships with enterprises across Asia and throughout the world. Now, we face important issues that are in a

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state of constant change, such as the rapid progress of globalization, the advancement of science, and serious environmental and energy challenges. The School seeks students with a strong interest in the business ethics and social responsibilities required in the 21st century who aspire to become business leaders, have a keen awareness of issues, a clear future plan, and the strong desire and qualities needed to achieve it.

We focus on providing recurrent education for adults and our programs mainly target working adults. Therefore, we have established a system in which students take classes on weekday evenings and Saturday, enabling them to continue their jobs while studying. We also welcome students without practical experience who fit our target student profile, including undergraduate students progressing from university. Our selection process comprises documentary examination and interview. At the documentary examination, we place importance on the “Future Plan” in which applicants describe their practical experience, reasons why they choose to study our business school, their study plan at our business school, and future plan for their post-graduation career. At the interviews, we conduct interviews with applicants based on their submitted documents, especially their “Future Plan”.

Applicants are selected based on whether they fit our target student profile through documentary examination and interviews. In other words, we examine whether students have a strong interest in business ethics and social responsibilities required in the globalized 21st century, a keen awareness of issues, a thorough future plan, and the qualities needed to develop the ability to think logically, convey their thoughts to others with logical consistency, and persevere till the end while collaborating with others. While focusing on providing education for working adults, we welcome individuals with various backgrounds and achievements. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・Admission policy is clearly stipulated. Detailed Standard 1: “The School’s admission policy must be developed in line with its mission statement.” 1) Self-Check The School’s mission statement, target student profile, and selection procedure are specified in our admission policy. As stated in Basic Standard of Standard 9, we have specified its target student profile for students studying in our program to realize the mission statement. We defined a selection procedure that we considered to be the most appropriate method of selecting students who fit its target student profile. In specific, our selection procedure comprises documentary examination and interview. At the documentary examination, we place importance on the “Future Plan” in which applicants describe their practical experience, reasons why they choose to study our business school, their study plan at our business school, and future plan for their post-graduation career. At the interviews, we conduct interviews with applicants based on their submitted documents, especially their “Future Plan”. Through this process, we examine whether students have a keen interest in the business ethics and social responsibilities required in the globalized 21st century, a keen awareness of problems and a thorough future plan, and qualities such as the ability to think logically, convey their thoughts to others with logical consistency, and persevere till the end while collaborating with others, thereby admitting students who fit its target student profile. Therefore, the School’s admission policy facilitates the achievement of its mission statement. 2) Issues to be improved

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None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・The School’s admission policy is developed in line with its mission statement. Detailed Standard 2: “The School must clearly articulate its admission policy and selection criteria in brochures such as student admission materials and show them to all prospective candidates.” 1) Self-Check The School selects students through the following five types of entrance examination. The School conducts entrance examinations twice a year, in September and February. Our admission policy is specified on the School’s website and in the application guidebooks in order to publicize them all prospective candidates. Furthermore, we explain our admission policy at School briefings. We usually hold around 10 School briefings per year. 10-2-1: Types of entrance examination and selection methods Type of entrance exam Target applicants Selection method(s) Entrance exam for working adults

Working adults who have 2 years or more of work experience

Documentary examination + interview

Entrance exam for general applicants

Working adults who have less than 2 years of work experience, Undergraduate students

Documentary examination + interview

Recommendation-based entrance exam for Nanzan University undergraduates

Undergraduate students at Nanzan University

Documentary examination + interview

Entrance exam for expatriates

Expatriates Documentary examination

Recommendation-based entrance exam for students in the Japanese Language Program

Students enrolled in the Nanzan University Japanese Language Program

Documentary examination + interview

Entrance exam for working adults is the main entrance exam from the perspective of emphasizing recurrent education for adults as set forth in the School’s admission policy. In addition, the School conducts entrance exam for general applicants, thereby welcoming applicants who have a strong desire, outstanding qualities, a clear future plan, and a keen awareness of problems but do not have more than two years of work experience. To create a diverse learning environment in which students master the deep relationship with international society and Asian countries, we established entrance exam for expatriates and recommendation-based entrance exam for students in the Japanese Language Program. Furthermore, we consider the recommendation-based entrance exam for undergraduates to be effective ways of welcoming undergraduate students at Nanzan University who understand the educational motto “For Human Dignity.”

Qualifications of applicants are also publicized on the School’s website and in the application guidebooks. Furthermore, we explain qualifications of applicants at School briefings. 10-2: Applicants Qualifications under the 2016 Application Guidelines Applicant’s educational qualification meets or will meet one of the following criteria (1)-(8) by March 2016:

(1) Applicants who have graduated from a 4-year university in Japan.

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(2) Applicants who have received a bachelor’s degree from the National Institution for Academic Degrees.

(3) Applicants who have completed at least 16 years of education, and who have a university degree from overseas.

(4) Applicants taking a distant learning in Japan who have completed 16 years of education through correspondence courses offered by accredited colleges or universities outside Japan.

(5) Applicants who have completed 16 years of education at an educational institution established under the educational system of an overseas country which has been recognized by the Japanese Ministry of Education, Culture, Sports, Science and Technology.

(6) Applicants who have completed specialized courses at special vocational school (limited to the courses of completion period over 4years, and meeting other standards specified by the Japanese Ministry of Education, Culture, Sports, Science and Technology.

(7) Applicants who have been specified the Minister of Education, Culture, Sports, Science and Technology

(8) Applicants who have been assumed to have appropriate academic standards on a par university graduates by way of individual examination given by the Graduate School of Business Administration.

In addition, foreign applicants who have not graduated or will not graduate from university in Japan by March 2016 are required either to have passed N1 level of Japanese Language Proficiency Test or to have scored 220 points or more at “Japanese as a Foreign Language” of Examination for Japanese University Admission for International Students.

Applicants for entrance exam for working adults are also required to have two years or more of work experience and be 24 years old or older at the 1st of April 2016. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. In view of the number of applicants, however, far less than enrollment capacity, the School may not be in a position to be selective of qualified students. ・The admission policy was discussed and clarified. Detailed Standard 3: “The School must evaluate the scholastic abilities and aptitudes of candidates in a consistent and objective fashion through its selection processes.” 1) Self-Check In accordance with the admission policy, the School’s selection procedure comprises documentary examination and interview. At the documentary examination, we place importance on the “Future Plan” in which applicants describe their practical experience, reasons why they choose to study our business school, their study plan at our business school, and future plan for their post-graduation career. Furthermore, we add applicants’ scores based on the qualifications that they possess. At the interviews, we conduct interviews with applicants based on their submitted documents, especially their “Future Plan”. Through this process, we examine whether students have a strong interest in the business ethics and social responsibilities required in the globalized 21st century, a keen awareness of issues, a thorough future plan, and qualities such as the ability to think logically, convey their thoughts to others with logical consistency, and persevere till the end while collaborating with others.

Applicants who have less than two years of work experience or no work experience must submit an assignment report in addition to the Future Plan. Letting them write their experience that overcame their difficult challenge in cooperation with other people in the assignment report, we

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evaluate applicants’ ability to persevere till the end while collaborating with other people. To ensure fairness and consistency in the selection process, each applicant is evaluated by two

examiners at both the documentary examination and interviews. Furthermore, we maintain fairness in the scoring criteria by holding a meeting attended by all examiners in advance and confirming the scoring criteria. Each examiner independently scores and the average score is considered for admission. After compiling the screening results, we formulate an acceptance or rejection proposal at the Program Assembly, which is then deliberated by the Graduate School Committee. In addition, we ensure transparency by allowing applicants to inquire about their scores after the examination result announcement.

If there is a considerable difference between examiners’ evaluations, the Program Assembly discusses the applicant’s case and very carefully prepares an acceptance or rejection draft, evaluating the applicant in a fully objective and consistent manner.

By the way, the number of applicants with foreign nationalities has recently increased, and it is necessary to adequately examine whether candidates can convey their thoughts to others with logical consistency in Japanese. Therefore, we must further review whether the document examination and interview alone are sufficient for this. 2) Issues to be improved It is necessary to review whether the documentary examination and interview alone are sufficient for evaluating applicants’ ability to convey their thoughts to others with logical consistency in Japanese, particularly in the case of foreign students. PRT Comments: ・SER states that it is necessary to review whether the documentary examination and interview alone are sufficient for evaluating applicants’ ability to convey their thoughts to others with logical consistency in Japanese, particularly in the case of foreign students. ・The explanation was convincing of this detailed standard being satisfied. Detailed Standard 4: “The School must match the actual number of student enrollment with the required enrollment through its selection processes. If the actual enrollment does not match the required number, the School must take corrective action to balance the actual and the required enrollment appropriately.” 1) Self-Check The number of students being enrolled continued to fall below the enrolment capacity in the AYs 2012 (23 students), 2013 (26 students), and 2014 (17 students). To improve this situation, in the AY 2012, we began holding off-campus school briefings on weekday evenings at the Winc Aichi conference building in the center of Nagoya in addition to our internal Graduate School Admission Seminars. Furthermore, in the AY 2011, we sent the School’s brochures and leaflets about School briefings directly to 3071 graduates living in the Tokai region through the Nanzan University Alumni Association. In the AY 2012, we enclosed the School’s brochures and leaflets about school briefings in around 4000 Nanzan Extension College Fall semester guidance packs. Moreover, in the AY 2013, we secured a public relations budget and began publishing advertorials in the Asahi Shimbun website (Special Feature on Professional Graduate Schools for Working Adults). In addition, in the AY 2013, we prepared 4000 flyers and distributed them to officials at companies in the Tokai region and participants at School briefings. We also distributed Graduate School Briefing Guides to undergraduate students at Nanzan University. In the AY 2014, we visited nearby chambers of commerce and industry and asked them to introduce our program on their websites and hold briefings about the School. We included a leaflet about the School briefing in the bulletin of Aichi Association of Labor and Social Security. We sent the School’s brochure and leaflet about School briefings directly to around 4000 graduates living in the Tokai region through the Nanzan University

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Alumni Association. Furthermore, we are striving to improve our website. In the AY 2011, we revised our curriculum

and renewed our website accordingly. During the renewal, we published the results of project research conducted by two of our graduates in an article titled “Research Project Story.” We published articles about the activities of six graduates under title “Message from Graduates.” In the AY 2013, we began publishing articles containing the names and project titles of students who receive awards for their work in practical courses on our website. Furthermore, we renewed our website in the AY 2014.

Furthermore, in the AY 2013, we arranged a lecture meeting at which three of graduates reported and publicized their achievements under the theme “The Value of Nanzan Business School (NBS).” 2) Issues to be improved The School must actively pursue PR activities and strengthen its presence in regional society to realize our medium-term vision of developing collaborations with regional society centered on industries and graduates. PRT Comments: ・The number of students enrolled, 23 students (2012), 26 students (2013) and 17 students (2014) continues to fall below the enrolment capacity of 45-50. The decline of the home students down to 8 in 2013 is something phenomenal and a cause for concern. The School has been actively pursuing various PR activities. The PR activities alone, however, may not remedy the situation of insufficient applicants. ・The issues were discussed in the on-site interview. Detailed Standard 5: “The School must take measures to attract through its selection process a diverse student body that possesses a wealth of knowledge and background to meet the needs of globalization.” 1) Self-Check To respond to economic globalization, the School has sought to recruit highly international students by establishing “entrance exam for expatriates” and “recommendation-based entrance exam for students in the Japanese Language Program,” a route chosen by a large number of outstanding foreign students. Furthermore, we have also admitted foreign students who have acquired work experience while staying in Japan on working visas and consider this to be desirable from perspective of attracting students with a wide range of knowledge and experience. Our student body reflects the globalization of regional society and a considerable number of our working adult applicants have experienced working overseas or performing international transactions. The number of students in the AY 2014 is 41. Among them, 10 are women and 12 are foreign students, and 29 are working students who have two years or more of work experience. The students’ average age is 38.2. 10-5 Number of Foreign Students enrolled 2012 2013 2014 Foreign students enrolled 3 3 9 Home students enrolled 20 23 8 Total number of students enrolled

23 26 17

2) Issues to be improved The School must fill its admission quota by strengthening public relations in regional society and

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attracting more applicants who fit the target student profile. PRT Comments: ・The Table 10-5 of SER presents the number of foreign students enrolled, and there are three in 2012, three in 2013 and nine students in 2014. Some indication is desired with respect to how diverse this student body is in terms of nationalities. ・The students interviewed were found to be diverse in a different manner from the spirit meant in this detailed standard. Standard 11-STUDENT SUPPORT Basic Standard: “The School must have appropriate student support systems that help students concentrate on their academic work.” 1) Self-Check Various scholarships are available to our students. Furthermore, the entrance fee is waived for graduates of Nanzan University. We relieve the financial burden on privately financed foreign students by halving tuition fees. Moreover, we have established a job-seeking support system centered on the Career Support Office. We have introduced an advisory system, in which advisers offer academic guidance, helping students, for example, to prepare effective course plans whenever required until program completion, and offer necessary guidance and support (including writing recommendations). Furthermore, we have established a support system in which the Center for International Education and the faculty member in charge of foreign students offer guidance, advice, and information about external scholarships to foreign students. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・The explanation was convincing of this basic standard being satisfied. Detailed Standard 1: “The School must take various measures to provide financial support to students who need it.” 1) Self-Check Economic support for students is mainly handled by the Student Affairs Office, which provides information and support. The School explains the framework for financial support at the orientation for new students. Students can apply for the following scholarships and loans: Nanzan University Student Loans; the Hirschmeier International Scholarship (for privately funded foreign students); the Nanzan University Business Friend Association Scholarship (for privately funded foreign students); the Takashima Scholarship (for privately funded foreign students); the Sanki Engineering Scholarship (for privately funded foreign students from AY 2014); Type I and Type II Japan Student Services Association (JASSO) Scholarships; Professional Training and Education Grants from the Ministry of Health, Labor and Welfare. Nanzan University Student Loan is a tuition fee scholarship loan available to students with above average academic performance who have difficulty paying their tuition fees and whose family financial condition has worsened due to death or bankruptcy of the family breadwinner or for any other reason. We have waived the entrance fee for graduates of Nanzan University and relieved the financial burden on privately financed foreign students by halving tuition fees.

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11-1: Number of Students Receiving Tuition Fee Reductions and Scholarships by AY AY 2012 AY 2013 AY 2014

Tuition fee reductions (all privately financed foreign students)

9 5 10

JASSO Scholarships 6 3 0 Hirschmeier International Scholarship 1 0 0

Nanzan University Business Friend Association Scholarship

1 1 7

Takashima Scholarship 0 0 0 Sanki Engineering Scholarship n/a n/a 1

2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・The explanation was convincing of this detailed standard being satisfied. Detailed Standard 2: “The School must have administrative offices which collect and process relevant information and provide consultation for the students concerning academic guidance, career development and studying abroad.” 1) Self-Check The Nanzan University Career Support Office provides employment information to students and offers advice and support. Furthermore, in the AY 2011, the School began providing job-seeking guidance to foreign students and first year students who have advanced directly from undergraduate programs. This guidance includes job-seeking guidance from a professionally qualified professor with work experience in personnel division and opportunities for students to receive advice from a foreign student graduate. In addition, faculty members sometimes provide individual career support.

We have established a system in which advisers, the Director of the Graduate Program, and the Student and Academic Affairs Coordinator respond to inquiries from students who wish to progress to the Doctoral Course. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・The explanation was convincing of this detailed standard being satisfied. Detailed Standard 3: “The School must establish support systems to provide academic counseling and any other support that students require.” 1) Self-Check Each student is assigned to an adviser who is a full-time faculty member in charge of the study area in which the student is most interested. The adviser responds to inquiries and provides advice to students on academic issues, such as the creation of suitable course plans. In addition, advisers provide support and advice related to student life, for example, by writing recommendations for scholarships. The Nanzan University Health Center is staffed by counselors who are qualified psychotherapists and provides personal consultations for students. The Nanzan University Committee on Harassment provides a consultation service for individuals who have experienced sexual, academic, or power harassment. At the orientation for new students, the Committee

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provides guidance regarding preventing harassment. At the orientation for new students, we give students a flowchart describing the procedures of each consultation service. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・The explanation was convincing of this detailed standard being satisfied. Detailed Standard 4: “The School must provide appropriate academic support and lifestyle support to international students and disabled students.” 1) Self-Check We have established a support system for foreign students in which the faculty member in charge of foreign students and the Center for International Education provide counseling in addition to their advisers. Furthermore, in the case of foreign students with the “Student” status of residence, each course instructor prepares an attendance report, which is checked by the Director of the Graduate Program and submitted to the Center for International Education. The Center for International Education reports this information to the Immigration Bureau of Japan. As described in Self-Check for Detailed Standard 1 of Standard 11, foreign students can apply for various scholarships and we relieve the financial burden on privately financed foreign students by halving tuition fees.

In addition, the University is taking steps to make its facilities barrier free under its Campus Enhancement Plan and has established a committee for dealing with students with disabilities. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Standard 12-STUDENT INCENTIVE Basic Standard: “The School must take measures to enhance the academic progression of its students to realize its mission statement.” 1) Self-Check Each year, the School commends students who achieve excellent academic results and students who complete outstanding projects and research in practical courses. The School has established a system in which advisers provide guidance to students with poor grades. The University has developed systems for scholarships, tuition fee deferment, and payment in installments to support students who face temporary financial difficulties while continuing their studies. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・The explanation was convincing of this basic standard being satisfied. Detailed Standard 1: "The School must have a system that rewards students who achieve excellent academic results." 1) Self-Check The School enhances students’ motivation for learning by regularly commending students with

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excellent academic results and students who complete outstanding projects and research in practical courses. Award winning students are honored at the graduation party and listed on the School’s website. Furthermore, the highest achieving student is selected as the valedictorian and honored at the Graduation Ceremony. 12-1: Number of Students Commended by AY AY 2012 AY 2013 AY 2014 Award for Outstanding Achievement in Research Project I

1 group having 4 students

1 group having 5 students

1 group having 4 students

Award for Outstanding Achievement in Research Project II

1 group having 3 students

1 group having 4 students

1 group having 4 students

Award for Outstanding Achievement in Industry-Government-Academic Project

1 group having 5 students

1 group having 7 students

1 group having 4 students

Outstanding Research Paper Award

7 students 7 students 7 students

Outstanding Academic Achievement Award

4 students 6 students 5 students

The School also increases students’ motivation by making a booklet of abstracts of reports completed in practical courses. We hold report meetings for Research Project and Research Paper, in which also provide incentives that encourage learning. The Research Paper is a culmination of students’ learning and the Outstanding Research Paper Award serves as an incentive for learning to realize the mission statement. The School encourages students to participate in research seminars and conferences in order to combining theory and practice. Nanzan University Management Society provides support with transportation costs for students presenting at conferences. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・The explanation was convincing of this detailed standard being satisfied. Detailed Standard 2: “The School must have a system for providing academic support to the students who face difficulties with continuing their studies.” 1) Self-Check The University has developed systems to support students who face temporary financial difficulties in continuing their studies, including Nanzan University Student Loans, tuition fee deferment, and payment in installments. We provide information about these systems at the orientation for new students and through the Student Affairs Office. If a student does not pay his/her tuition fees by the specified date, the Student Affairs Office contacts the adviser, who provides guidance to the student and reports back to the Student Affairs Office. This exchange of information ensures that support is provided before it is too late. We relieve the financial burden on privately financed foreign students by halving tuition fees. 2) Issues to be improved None in particular

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PRT Comments: ・The standard is properly addressed and satisfied. ・The explanation was convincing of this detailed standard being satisfied. Detailed Standard 3: “The School must hold orientation programs either at the time students enter the School or before the new academic year begins, to provide incentives for students to achieve high standards of academic work.” 1) Self-Check We hold an orientation for our educational program when students enter the School as well as semesterly course registration guidance sessions. For Research Project, we hold an orientation and require students to submit research plans before classes commence. If we change any of our program, we carefully explain the changes at our course registration guidance sessions. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. 4) CHAPTER FOUR: FACULTY Standard 13-FACULTY SUFFICIENCY Basic Standard: “The School must maintain an adequate faculty organization to realize its mission statement.” 1) Self-Check The faculty organization of the School comprises 30 faculty members, of which 13 are full-time faculty members (including five professionally qualified faculty members), and 17 are supporting faculty members. The number of full-time faculty members and professionally qualified faculty members at the School meets the Professional Graduate School Establishment Standards. Key courses, such as core courses, are taught by full-time faculty members, who are in charge of 130 of the 165 course credits offered at the School. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・The explanation was convincing of this basic standard being satisfied. Detailed Standard 1: “The School must have a number of full-time faculty members that is adequate for its educational programs.” 1) Self-Check 13-1 Number of Full-time faculty members Capacity for

Students Required number of faculty members

Current number of faculty members

+/-

2012 100 11 13 +2 2013 100 11 12 +1 2014 90 11 13 +2

The School’s capacity for students is 90 in the AY 2014; therefore, the required number of faculty members according to the Professional Graduate School Establishment Standards is 11. As shown in Table 13-1, the number of full-time faculty members in the Graduate Program in Business

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Administration is 13, and it meets this standard. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. ・The explanation was convincing of this detailed standard being satisfied. Detailed Standard 2: “The School must maintain a sufficient number of full-time Professors and/or Associate Professors necessary for realizing its mission statement.” 1) Self-Check 13-2 Current view of Faculty Organization Prof. Associate Prof. Assistant Prof. Lecturers Others Total Full-time Faculty members

9 4 0 0 0 13

To realize its mission statement, the School has adopted the policy of placing full-time faculty members in charge of key courses, particularly core and practical courses. In the AY 2014, the School employed a full-time instructor for Business Ethics course. Presently, all core and practical courses are taught by full-time faculty members. Furthermore, full-time faculty members teach the majority of key advanced courses in each area. Of the 13 full-time instructors, 9 are professors and 4 associate professors. 2) Issues to be improved There is one vacancy in the quota of full-time faculty members provided by the University, which the School should fill with an instructor who further strengthens the unique features of our educational program. PRT Comments: ・The standard is properly addressed and satisfied. ・As issues to be improved, however, SER states that there is one vacancy in the quota of full-time faculty members provided by University, which the School should fill with an instructor who further strengthens the unique features of the School’s educational system. ・This issue was explained clearly during the on-site interview. Detailed Standard 3: “The School must secure adequate number of practically qualified faculty members to realize its mission statement.” 1) Self-Check 13-3 Number of Practically Qualified Faculty members Type Academically Qualified

Faculty members Practically Qualified Faculty members

Total

Participating Faculty members 8 5 13 Supporting Faculty members 11 6 17 Total 19 11 30

As shown in Table 13-3, five of the 13 full-time instructors at the School are professionally qualified faculty members. This proportion of professionally qualified faculty members meets a standard of 30% or more required by the Professional Graduate School Establishment Standards. The proportion of professionally qualified faculty members for supporting faculty members is also around one-third and the School has established a system for flexibly responding to contemporary business trends, creating an environment that is suitable for realizing the mission statement.

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2) Issues to be improved None in particular PRT Comments: ・The standard is properly addressed and satisfied. Detailed Standard 4: “The School must ensure that the ratio of full-time and part-time faculty members in its faculty organization is appropriate for realizing its mission statement.” 1) Self-Check 13-4-1 Participating Faculty members Name of Participating faculty members

Position Number of courses Number of credits

Fumie Ando Professor 5.0 10.0 Masumi Ando Professor 3.0 6.0 Hiroshi Gankoji Professor 6.0 12.0 Tomonori Ishigaki Professor 7.0 12.4 Yuichi Kubota Professor 5.0 10.0 Takaaki Okuda Professor 7.0 13.2 Kondaker Mizanur Rahaman Professor 5.0 10.0

Edward Yagi Professor 7.0 12.0 Yuji Yumoto Professor 6.0 12.0 Ryoichi Ikeda Associate Professor 7.0 12.4 Masaya Okada Associate Professor 4.0 6.0 Kazuki Takada Associate Professor 2.0 4.0 Tadayasu Yamashita Associate Professor 5.0 10.0 Total 69.0 130.0 13-4-2 Supporting Faculty members Name of Supporting faculty members

Position Number of courses Number of credits

Rakuyou Cho Professor 2.0 4.0 Kunio Goto Professor 1.0 2.0 Yoshiaki Kaoru Professor 2.0 4.0 David Rines Professor 2.0 4.0 Mihiro Sasaki Professor 1.0 2.0 Toshihiko Shiraki Professor 1.0 2.0 Hiroto Takagi Professor 1.0 2.0 Naoya Takezawa Professor 1.0 2.0 Chitose Furukawa Assistant Professor 1.0 2.0 Takeshi Goto Associate Professor 1.0 2.0 Masaki Ueno Associate Professor 1.0 2.0 Yasunari Hanano Lecturer 1.0 2.0 Naonari Ichiryu Lecturer 1.0 1.0 Miki Miyake Lecturer 1.0 2.0 Takashi Okui Lecturer 2.0 4.0 Akiyoshi Ootsu Lecturer 1.0 2.0

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Nobuhiro Ushijima Lecturer 1.0 1.0 Total 18.0 35.0 Of the 30, 13 instructors teaching at the School are full-time faculty members, putting the ratio of full-time faculty members at 0.6154. Furthermore, the number of course credits offered by full-time and supporting faculty members is 130 and 35, respectively, while the ratio of classes taught by full-time faculty members is high at 0.7647. The School has a basic policy of placing full-time faculty members in charge where possible and assigning supporting instructors to courses that full-time instructors are unable to cover. Moreover, six of our 17 supporting instructors are from the Faculty of Business Administration at Nanzan University. While teaching courses that full-time faculty members from the Graduate Program in Business Administration are unable to cover, these instructors provide academic counseling and contribute to realizing the mission statement. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. ・No new data here. Detailed Standard 5: “The School must maintain faculty diversity in terms of age, gender, and nationality in its faculty organization.” 1) Self-Check 13-5-1 Age Group of the Participating Faculty members

years old 29 & under 30–39 40–49 50–59 60 & above Total Participating faculty members 0 2 4 6 1 13

13-5-2 Gender of the Participating Faculty members

Type Number of Men Number of Female Total Participating faculty members 12 1 13

13-5-3 Nationalities of the Participating Faculty members

Type Number of home Nationality

Number of foreign Nationalities

Total

Participating faculty members 11 2 13 When appointing new faculty members, the School endeavors to maintain a good balance of age in its faculty member structure. Furthermore, the School’s employment policy emphasizes educational and research achievements. Consequently, we have secured a certain degree of diversity: the ratio of males to females is 12:1, and two of our 13 instructors have foreign nationalities (one American and one Bangladeshi). 2) Issues to be improved No particular issues in need of urgent improvement PRT Comments: ・The faculty organization is not fully diversified in terms of gender and nationality. ・No new data here. Detailed Standard 6: “The School must maintain qualified full-time faculty members for each of the majors it offers in accordance with the following criteria:

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(1) Faculty members recognized as possessing outstanding accomplishments in research or education (2) Faculty members recognized as possessing outstanding skills in their field of study (3) Faculty members recognized as possessing outstanding knowledge and experience in their field of study.” 1) Self-Check 13-6 The Degreed held by Faculty members. Type PhD Masters Others Total Participating Faculty members 10 1 2 13 All eight academically qualified faculty members at the School hold doctoral degrees in their

fields of study. This tells that they have outstanding achievements in research. All five of our professionally qualified professors have a wealth of professional experience in their fields of expertise spanning 15 years or more. The professionally qualified faculty member (associate professor) in charge of accounting courses has 18 years of professional experience as a certified public accountant. The professionally qualified faculty member (associate professor) in charge of finance courses has 15 years of experience in banking and a doctoral degree in his field of expertise. The professionally qualified faculty member (professor) in charge of international business courses earned an MBA before gaining 21 years of professional experience in international business, including service as a United States diplomat (commercial officer). The professionally qualified faculty member (professor) in charge of HRM courses has more than 30 years of professional experience, primarily as a personnel manager at a large automobile company, and a doctoral degree in his field of expertise. The professionally qualified faculty member (professor) in charge of marketing courses has over 30 years of experience of working at a large advertising agency. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. ・The faculty members are really outstanding academically. Standard 14 -FACULTY QUALIFICATIONS Basic Standard: “The School must hire faculty members who possess intellectual qualifications, relevant expertise and teaching skills necessary for realizing its mission statement.” 1) Self-Check The most important requirement for full-time faculty members at the School is the ability to use effectively the latest knowledge acquired through research activities or business experience to education. Presently, all our faculty members can be said to satisfy this requirement based on their past achievements in education and research (see Chart 14-3).

Of 13, 10 full-time faculty members hold doctoral degrees. All eight academically qualified faculty members hold doctoral degrees. Two of our five professionally qualified faculty members hold doctoral degrees. To measure and assess the education, research, and social activities of our full-time faculty members, at the end of each AY, the School requests them to input the information about their educational, research, and social activities into the Nanzan University Research Achievements System and publicizes this information on the University’s website. We have also established a Faculty Member Evaluation Committee comprising the dean and the directors of our graduate

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programs. Each year, the Committee inspects and evaluates the educational and research activities of full-time faculty members. The dean interviews full-time faculty members who do not meet the criterion provided in the rules of the School, assesses their situations, and offers encouragement. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. ・The research achievements and qualifications of the faculty members are noteworthy. Detailed Standard 1: “The School must set rules and standards for recruiting and promotion of faculty members.” 1) Self-Check Nanzan University has established the following requirements concerning its teaching staff. Both academically qualified faculty members and professionally qualified faculty members must satisfy these requirements. (Requirements for associate professors and lecturers are omitted.) Article 3 Teaching staff must agree to the founding principles and mission statement of the

University, which are based on a Christian world view and have the qualities needed to work as University teaching staff, in terms of character, knowledge, experience, teaching and research capabilities, and achievements and activities in society.

Article 4 In addition, professors must fall under any of the following items: 1. Teaching staff with a degree in their field of expertise or a related field (doctoral degree or

equivalent overseas qualification, same applies hereinafter) who have published at least one book or two published articles (not including dissertation).

2. Teaching staff who, after completing a Master’s program, have spent more than 10 years researching or teaching their field of expertise and published at least one book or five published articles.

3. Teaching staff who, after being appointed as an Associate Professor at the University, have published at least one book or two published articles.

4. Teaching staff who have worked in their field of expertise for more than 20 years after graduating from university or more than 15 years after completing a Master’s program and have excellent knowledge and teaching ability in their field of expertise.

(Excerpt from Nanzan University Rules on the Selection of Full-Time Faculty Members, Chapter 2: Requirements for Full-Time Faculty Members) First, teaching staff members are required to agree to Nanzan University’s mission statement. In brief, the basic requirement for academically qualified faculty members is that they must (a) “have a doctoral degree in their field of expertise and outstanding research achievements” or (b) “research achievements that are equivalent to (a).” To secure the educational and research capabilities required for realizing its mission statement, the School has established even stricter requirements for appointment and promotion on academically qualified faculty members. Assistant Professors, Associate Professors, and Professors are required to have published at least three, six, and 11 published articles, respectively. Meanwhile, the professionally qualified faculty members must have acquired the capabilities needed to teach the courses they are assigned to through their professional and teaching careers, and Associate Professors and Professors must have at least 10 and 20 years of professional experience, respectively. Moreover, in addition to the length and content of instructors’ professional experience, we attach importance to the number and quality of publications—though this is not specified. Thus, the University and the School has clearly defined rules and standards for the appointment and promotion of faculty members.

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2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied.

Detailed Standard 2: “The School must have a promotion system for faculty members and evaluate each faculty member fairly and objectively through this system.” 1) Self-Check At the beginning of the AY, the Dean of the Graduate School of Business Administration holds discussions with the Directors of the Graduate Programs and the Dean of the Faculty of Business Administration and prepares the School’s personnel plan, which is then submitted to the University Future Planning Committee. At this time, the School holds discussions among full-time faculty members wherever necessary. When appointing a new faculty member, the recruitment method is first discussed at the Program Assembly and then is determined by the Graduate School Committee. The School has recruited faculty members through public advertising or recommendation by faculty members. After candidates have been filtered, Graduate School Committee hold discussions and a request is sent to the Nanzan University Future Planning Committee for preliminary negotiations with the candidate. After the application is approved, the School contacts the candidate and prepares the documents required for the appointment procedure. After the Program Assembly decides to proceed with the appointment procedure, the Graduate School Committee discusses the establishment of an Academic Achievement Review Committee. If this is approved, a three-member Academic Achievement Review Committee is determined by mutual vote. The Academic Achievement Review Committee prepares a report in which it evaluates the candidate’s achievements related to courses which the candidate will teach in terms of “academic value in relation to the intended position”, “contribution to the development of academia” and “contribution to university education” on a five-point scale. The Graduate School Committee conducts discussions based on the report prepared by the Academic Achievement Review Committee. If approval is reached, a request is sent to the University Council to discuss the appointment of the instructor. The University Council establishes a Qualification Review Committee and discusses the appointment of the instructor based on the report prepared by the Qualification Review Committee.

In the case of promotion, first, the Graduate Program in Business Administration Assembly holds a discussion in accordance with the personnel plan. Further, the Graduate School Committee discusses the establishment of Academic Achievement Review Committee for the promotion candidate. If approval is reached, a three-member Academic Achievement Review Committee is determined by mutual vote. The subsequent procedures are almost the same as the procedures for appointment. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. Detailed Standard 3: “The School must periodically assess its faculty members by reviewing their educational and research performance during the last five years.” 1) Self-Check Chart 14-3 Research Achievements by Participating Faculty members

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Name Degree*1

Title*2 Field*3

AQ/PQ *4

Research Achievements of last 5yrs*5

Total

Class / Academic/ Professional Education

al Theory

PRJ OIC PRJ OIC PRJ OIC

Fumie Ando

PhD Professor MGT AQ 0 1 3 6 0 14 24

Masumi Ando

Professor MKT PQ 0 9 0 2 0 4 15

Hiroshi Gankoji

PhD Professor MGT PQ 0 2 2 8 1 11 24

Tomonori Ishigaki

PhD Professor MKT AQ 0 3 3 4 0 11 21

Yuichi Kubota

PhD Professor ACT AQ 0 5 4 22 0 3 34

Takaaki Okuda

PhD Professor OIS AQ 0 1 9 14 0 6 30

Kondaker Mizanur Rahaman

PhD Professor MGT AQ 3 4 10 11 0 0 28

Edward

Yagi MA Professor

MKT PQ 0 5 0 15 0 30 50

Yuji Yumoto

PhD Professor MKT AQ 0 3 0 10 0 0 13

Ryoichi Ikeda

PhD Associate Professor

FIN AQ 0 0 3 3 0 0 6

Masaya Okada

Associate Professor

ACT PQ 0 0 0 2 0 3 5

Kazuki Takada

PhD Associate Professor

MGT AQ 0 13 2 13 0 2 30

Tadayasu Yamashita

PhD Associate Professor

FIN PQ 0 5 1 6 0 6 18

Note *1 Last degreed earned (PhD or MA) *2 Title (Professor, Associate Professor, and others) *3 Field: Management (MGT) Finance (FIN) Marketing (MKT) Accounting (ACT) Operation and MIS (OIS) Others (O) *4 AQ/PQ = AQ: Academically Qualified faculty member, PQ: Professionally Qualified faculty member *5 Research achievements of the past 5 years - for the academic year -Class/Educational = mainly for or related to their class taught or to the business school - Academic/Theory = highly technical academic and theory for expert field - Professional Achievement = Research of the professional and practical matters related to the field of expertise

-PRJ = Peer Review Journal–number of published articles -OIJ = Other Intellectual Contributions–number of published articles and so on other than those

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included as PRJ. To measure and assess the education, research, and social contribution activities of our full-time

faculty members, at the end of each AY, the School requests them to input the information about their educational, research, and social activities into the Nanzan University Research Achievements System and publicizes this information on the University’s website. We have also established a Faculty Member Evaluation Committee comprising the Dean and the Directors of graduate programs. The School requires full-time faculty members to have made at least three educational or research achievements in the recent five year period. At the beginning of the AY, the Faculty member Evaluation Committee verifies whether they have satisfied this criterion. Then, it assesses the situations of faculty members who have not satisfied this criterion in interviews and continually provides advice until the criterion is satisfied. The School does not compile detailed information on achievements of supporting faculty members. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. Detailed Standard 4: “The School must disclose information about the educational and research performance of full-time faculty members during the previous five years.” 1) Self-Check Full-time faculty members must input the information about their educational and research achievements and activities in society in the Nanzan University Research Achievements System. The Research Achievements System is open to the public through the University website, and we disclose the information about full-time faculty members’ educational and research achievements and social activities during the last five years through this channel. Furthermore, each year, we publish a list of educational and research achievements by all full-time faculty members (including social activities) for the previous year in Nanzan Management Review. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. Detailed Standard 5: “The School must evaluate academic performance of professional faculty members periodically, and assign the courses which they teach appropriately.” 1) Self-Check 14-5: Professionally Qualified Professors’ Backgrounds and Courses Taught Name Primary

place of employment

Last degree earned

Field of expertise Teaching Courses

Edward Yagi

US Department of Commerce

MBA (Keio University)

International Business

Short Special Lecture in Business (Strategy & Marketing), International Marketing, International Business Management in Practice, Research Project I, Research Paper, Industry–Government–Academia Collaboration Project

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Hiroshi Gankoji

Toyota Motor Corp.

Doctor of Policy Science (Doshisha University)

HRM,management strategy and planning

Japanese-Style Industrial Relations, HRM in Asia (B), Organizational Innovation (Awareness Reform Processes), Development of the strategic management system at Manufacturing Corporation, Research Project II, Research Paper

Masumi Ando

Dentsu Inc. Bachelor of Arts (Kyoto University)

Advertising, public relations and cultural patronage

Corporate Communication (Advertising), Corporate Communication (Public Relations and IR), Corporate Communication (Cultural Patronage)

Masaya Okada

Grant Thornton Taiyo LLC

Bachelor of Laws (Keio University)

Tax accounting and audit systems

Tax Accounting, Internal Auditing, Practical Accounting, Legal Aspects of Accounting

Tadayasu Yamashita

Sumitomo Mitsui Banking Corp.

Doctor of Business Administration (Kobe University)

Corporate finance and financial systems

Introduction to Finance, Banking and Finance Systems, Applied Corporate Finance, Research Project I & II

Similar to full-time academically qualified faculty members, the School also requires its professionally qualified faculty members to have made at least three educational/research achievements in the recent five year period. The Faculty Member Evaluation Committee verifies whether they have satisfied this criterion. Then, it assesses the situations of instructors who have not satisfied these criteria in interviews and provides continual advice until the criterion is satisfied. While the School does not conduct regular evaluations of professionally qualified faculty members’ business experience, it does require them to maintain and improve their educational capabilities by applying their experience to education and research.

When assigning courses to professionally qualified faculty members, we strive to arrange courses that students express interest in, considering their professional experience. We have arranged courses that fully utilize the experience and knowledge developed through their professional experiences; for example, the faculty member with professional experience of labor management in manufacturing gives lectures in human resource managements; the faculty member with experience of working at financial institutions gives lectures in corporate finance; and the faculty member with experience of working at an advertising agency gives lectures in advertising, public relations, and patronage. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. Standard 15-FACULTY SUPPORT Basic Standard: “The School must have an educational and research environment necessary for

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promoting educational and research activities of its faculty members.” 1) Self-Check Each faculty office is equipped with a desk, a clothes locker, a sofa, a bookshelf, and a PC internet connection, and the School provides a faculty lounge to encourage communication between faculty members, which is stocked with the latest journals and equipped with a photocopier, a refrigerator, a microwave, and drinks facilities. Furthermore, the University Education and Research Support Office provide various types of support with education, including help with applications for Grants-in-aid for Scientific Research. In addition, the Office for the Graduate School of Business Administration has several staff members (shared with the Faculty of Business Administration), who support the faculty members by preparing teaching materials and performing other miscellaneous duties. Each full-time faculty member receives an individual research allowance of ¥500,000 per year. In the AY 2011, we introduced a system in which ¥50,000 of this allowance is pooled and returned to faculty members who actively pursue external funds. The system provides incentives for promoting education and research. The School has a sabbatical program, which one full-time faculty member used in the AY 2013. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. ・Explanations were convincing of this basic standard being satisfied. Detailed Standard 1: “The School must limit the number of courses its faculty members teach so that faculty members can secure time to develop their educational and research activities.” 1) Self-Check The University requires full-faculty members to teach five classes (one class = 90 min) per week, which correspond to 10 two-credit courses per year. However, considering that classes are setting up on weekday evenings and Saturdays and the instructors must strive to teach cutting-edge expertise and specialized knowledge in their respective fields of study, the University regards one class taught at the School as one and half classes. This reduces the teaching load of full-time faculty members of the School. The average teaching load of full-time faculty members is 5.31 classes per week.

To help faculty members who find it difficult to participate in external seminars and conferences because the classes and events are concentrated on Saturdays, we have taken steps to only assign Saturday courses to faculty members in one of either the Spring or Fall Semesters, thereby solving this problem. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. ・Explanations were convincing of this detailed standard being satisfied. Detailed Standard 2: “The School must have a support system to secure the research funds necessary for promoting faculty members’ educational and research activities.” 1) Self-Check In addition to the fixed annual allowance for research (¥500,000/year), we have a system in which faculty members who actively pursue research can apply for the Pache Research Subsidy issued by

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Nanzan University. Furthermore, the Nanzan University Center for Management Studies collects plans for workshops and research projects every AY and some of our faculty members apply for it. In addition, the staff at the Education and Research Support Office provides detailed support in preparing applications and performing other miscellaneous duties to secure external research funds, including MEXT Grants-in-aid for Scientific Research. Some of full-time faculty members have secured external research funds such as Grants-in-aid for Scientific Research, and internal research funds such as Pache Research Subsidies and subsidies from the Center for Management Studies. 15-2: Acquisition of Internal and External Research Funds AY 2012

Item Total No. of faculty

members

MEXT Grants-in-aid for Scientific Research (KAKENHI) ¥3,400,000 5

the Nanzan University Pache I-A subsidy ¥300,000 1

the Nanzan University Center for Management Studies ¥451,332 4

Total ¥4,151,332

AY 2013

Item Total No. of faculty

members

MEXT Grants-in-aid for Scientific Research (KAKENHI) ¥450,000 2

Research subsidies (Shikishima Foundation for the Promotion of Science and Culture)

¥500,000 1

Consigned research (Nagoya University National University Corporation)

¥3,150,000 1

Collaborative research (Nishikawa Communications Co., Ltd.) ¥860,000 1

the Nanzan University Pache I-A subsidy ¥696,000 4

the Nanzan University Center for Management Studies ¥399,328 4

Total ¥6,055,328

AY 2014

Item Total No. of faculty

members

MEXT Grants-in-aid for Scientific Research (KAKENHI) ¥650,000 2

Research subsidies (Nitto Foundation for the Promotion of Science)

¥700,000 1

Research subsidies (Nippon Omni-Management Association) ¥620,000 1

Collaborative research (Nishikawa Communications Co., Ltd.) ¥1,200,000 1

the Nanzan University Pache I-A subsidy ¥145,000 1

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the Nanzan University Center for Management Studies ¥451,744 6

Total ¥3,766,774

2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. ・Explanations were convincing of this detailed standard being satisfied. Detailed Standard 3: “The School must have a support system including administrative and technical support staff necessary for promoting faculty members’ educational and research activities.” 1) Self-Check In the AY 2014, we secured one full-time administrative staff member for the Graduate Program in Business Administration to help promote education and research at the School. However, it is not possible for one member of staff to perform all duties; therefore, administrative staff from the Faculty of Business Administration also handle issues related to the School. the full-time staff members appropriately manage the temporary staff (3 members) and outsourced staff (6 members) and deals with faculty members’ demands, duplicating teaching materials, configuring information appliances, and handling administrative procedures for faculty members’ use of research funds. The support system during weekday evenings in busy periods and Saturdays, which was identified as an issue in the previous accreditation, was improved in the Fall semester of the AY 2012 when the number of administrative staff was increased from one to two.

Thus, the School has established a joint administrative system with the Faculty of Business Administration for supporting the educational and research activities of faculty members, which was improved by the addition of a full-time administrative staff member at the School. The support system during weekday evenings and Saturdays in busy periods has been improved by the addition of one administrative staff member. 2) Issues to be improved During weekday evenings except during busy periods, administrative duties are handled by a single staff member; therefore, it is necessary to consider improving the efficiency of response to administrative support for the education and research activities of faculty members at the School by upgrading to a two-person system or scheduling meetings with the full-time staff member during weekday afternoons. PRT Comments: ・SER states as follows: During weekday evenings, administrative duties are handled by a single staff member; therefore, it is necessary to consider improving the efficiency of response to administrative support for education and research activities of faculty members by upgrading to a two-person system or scheduling meetings with the full-time staff member during weekday afternoon. It is desirable that this issue is improved. Detailed Standard 4: “The School must take appropriate steps to vitalize its curricula so as to promote the educational and research activities of its faculty.” 1) Self-Check In the AY 2011, the School began holding annual faculty development seminars in the Fall semester aimed at promoting research exchange among faculty members, at which three full-time faculty members report their research. Furthermore, we have taken steps to vitalize our programs by

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revise the curriculum, establishing new courses that reflect faculty members’ research themes. In the AY 2011, we established two new courses, Practical Accounting and Legal Aspects of Accounting. In the AY 2012, we established the International Marketing course. Then, in the AY 2015, we established Management Philosophy and Corporate Social Responsibility course. These courses were established to reflect the research themes of newly appointed full-time faculty members. 2) Issues to be improved None in particular PRT Comments: ・The School appears to have no center or division where faculty members are involved in non-degree executive training program or in joint-research with industrial organizations. Such collaborative activities with industries would help faculty members encounter many real-world cases and vitalize their instructions in class. Standard 16-RESPONSIBILITIES OF FACULTY MEMBERS Basic Standard: “The School’s faculty members must strive to communicate with its stakeholders and ensure that their research and teaching activities are aimed at achieving the School’s mission statement.” 1) Self-Check The School has established an advisory system in which full-time faculty members respond to inquiries and offer advice on academic issues and student life. Furthermore, full-time faculty members set their office hours once a week in which they respond to questions about classes. Furthermore, faculty members actively provide advice and guidance via email, improving convenience for working students. Faculty members are encouraged to participate in informal gatherings organized by students and graduates and pursue active communication with them. We also encourage faculty members to participate in lecture meetings held by the School and listen carefully to the opinions of guest lecturers from companies. The communication with these stakeholders is used to improve classes and enhance the curriculum.

The full-time faculty members plan and implement annual workshops or research projects on marketing, finance, accounting, and business ethics hosted by the Nanzan University Center for Management Studies to promote research exchange and collaborative research with external researchers and practitioners. These research activities also help to improve education. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. Detailed Standard 1: “The School’s faculty members must continuously develop and improve their course contents, materials used in their courses, and teaching methods based on the results of the self-check/self-evaluation and the student evaluation.” 1) Self-Check

For each course, faculty members must submit a Self-Evaluation Report that summarizes the attainment targets, their level of attainment, class evaluations, and issues for improvement in the future based on the student class evaluations. Then, we take steps to help faculty members improve their classes by compiling a booklet of Self-Evaluation Reports, distributing it to faculty members, and holding faculty development meetings at which faculty members reflect on classes

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and discuss problems. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. Detailed Standard 2: “The School’s faculty members must strive to teach cutting-edge expertise and specialized knowledge in their respective fields of study in order to achieve the learning goals.” 1) Self-Check It is clear from the syllabus, student class evaluations, and the self-evaluations completed by the instructor in charge of each class that almost all faculty members are investing time in teaching new specialized knowledge by explaining leading-edge papers and writing textbooks. The faculty members are expected to constantly improve their classes as a part of the self-evaluation process. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. Detailed Standard 3: “The School’s faculty members must strive to set office hours and actively communicate with the students through e-mail in order to help them to achieve their learning goals.” 1) Self-Check Full-time faculty members set their office hours once a week in which they respond to questions about classes. Furthermore, faculty members actively provide advice and guidance via email, improving convenience for working students. We distribute faculty member’s e-mail addresses to all students at the orientation for new students and semesterly course registration guidance sessions. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. 5) CHAPTER FIVE: SUPPORTING STAFF AND INFRASTRUCTURE Standard 17-EDUCATIONAL RESPONSIBILITIES OF STAFF Basic Standard: “The School must have an appropriate administrative system to support educational and research activities of its faculty members in order to realize its mission statement.” 1) Self-Check Because the Graduate Program in Business Administration is a program offered by the Graduate School of Business Administration, the Graduate School of Business Administration Committee has the final authority on management and operation issues. The Committee is presided over by the Dean of the Graduate School and comprises full-time faculty members from the Graduate Program in Business Administration and those from the Faculty of Business Administration qualified to teach in the Graduate Program in Management. However, as a Professional Graduate School, the Graduate Program in Business Administration has established its own Assembly to handle issues related to the Program. The Assembly comprises full-time faculty members from the Graduate Program and is presided over by the Director of the Program. Therefore, the School has secured a

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degree of independence regarding its management and operation. The Graduate School Committee meets regularly twice a month. Furthermore, the Graduate

Program in Business Administration Assembly also meets regularly twice a month, ahead of the Graduate School Committee.

In addition, in the AY 2014, we established an Executive Committee comprising the Dean of the Graduate School; the Director of the Graduate Program in Business Administration; and the Chief Coordinators of Student and Academic Affairs, Public Relations, and Liaison. The Committee is held once a week to discuss the School’s management and operation issues and prepare drafts to the Program Assembly and Graduate School Committee.

The School, the Graduate Program in Business Administration, is a Professional Graduate School with its own full-time faculty members; however, our full-time faculty members also attend the Faculty of Business Administration Meeting and the School endeavors to enhance education and research while maintaining a very close relationship with the Faculty of Business Administration and the Graduate Program in Management.

Administrative processes of the Graduate School of Business Administration are handled by the Office for the Faculty of Business Administration which is also the Office for the Graduate School of Business Administration. Till the AY 2011, the administrative processes of the Office for the Faculty of Business Administration were handled by a full-time administrative staff member, who had managed the three temporary and four outsourced staff members.

In the AY 2011, we established an Administrative System Review Working Team comprising a full-time administrative staff member from the Faculty of Business Administration and two full-time faculty members. The Working Team inspected and evaluated the existing administrative system and summarized issues to be improved and measures in a report, which was submitted to the Program Director, Furthermore, after discussion at the Graduate Program in Business Administration Assembly and the Graduate School Committee in October 2011, we established a project team to examine and implement concrete improvement measures based on this report. The project team carefully examined all administrative affairs handled by the Office for the Faculty of Business Administration, determined and organized priorities, and implemented improvements, for example by identifying unnecessary administrative duties. Simultaneously, the project team showed that, as a bare minimum, it was necessary to normalize the two-person administrative system on weekday evenings and Saturdays. At the end of the AY 2011, we asked the University through the Dean of the Graduate School to “increase in number of administrative staff on weekday evenings and Saturdays from one to two.” In September 2012, a “two-person administrative system on weekday evenings during busy periods and Saturdays” was established.

Furthermore, in the AY 2013, we obtained the understanding of the University regarding our administrative system and reorganized the system under a new Office Head. The administrative system was improved by adding a limited full-time staff member and changing the administrative outsourcing company during weekday evenings and Saturdays. Consequently, we were able to improve support for students and faculty members. The “Office for Graduate School of Business Administration” was designated and included as an organization in University documents and displays. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. Detailed Standard 1: “The School must institute management systems, including faculty meetings and executive committees, to discuss administrative issues and to make and enforce the

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decisions required to achieve its mission statement.” 1) Self-Check The School’s management system centers on the Graduate School of Business Administration Committee, which handles all items related to the management of the Graduate School of Business Administration, and the Graduate Program in Business Administration Assembly, which handles items related to the Graduate Program in Business Administration. When the School was founded, the Graduate Program in Business Administration Self-Evaluation Committee and the Faculty Development Committee were established to implement the PDCA cycle to achieve the mission statement. Furthermore, we have divided more detailed duties into separate management functions and endeavors to improve and strengthen its administration. Specifically, there are two Student and Academic Affairs Coordinators (one Chief Coordinator, one Foreign Student Coordinator), four Public Relations Coordinators (one Chief), three Liaison Coordinators (one Chief), two Book Coordinators (one Chief), and two General Affairs Coordinators (one Chief). The Graduate Program in Business Administration Self-Evaluation Committee comprises five members, the Director of the Graduate Program (Chair), the Chief Student and Academic Affairs Coordinator, the Chief Public Relations Coordinator, the Chief Liaison Coordinator, and the Dean of the Graduate School. The Faculty Development Committee comprises the Chief Student and Academic Affairs Coordinator (Chair) and the Program Director. The Curriculum Committee, which was established in the AY 2011, comprises the Program Director, the Chief Student and Academic Affairs Coordinator, and representatives from each area. Each year, the Committee reviews the curriculum and prepares a draft of the revised curriculum. In addition, in the AY 2014, we established an Executive Committee comprising the Dean; the Program Director; and the Chief Coordinators of Student and Academic Affairs, Public Relations, and Liaison. The Executive Committee discusses the School’s management and operation issues and prepares drafts to the Program Assembly and Graduate School Committee. The Executive Committee meets almost every week.

Accordingly, the School has instituted a management system through a series of reorganizations, thereby improving its management efficiency. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. Detailed Standard 2: “The School must institute administrative systems which are in an appropriate proportion to its size and status, and which are able to respond to the needs of globalization.” 1) Self-Check Administrative processes of the Graduate Program in Business Administration are handled by the Office for the Faculty of Business Administration which is also the Office for the Graduate School of Business Administration. Furthermore, the Academic Affairs Office and the Student Affairs Office are responsible for academic affairs (course registration, etc.) and student affairs (scholarships, etc.), respectively. The Office for the Faculty of Business Administration controls the administrative affairs of the School and liaises with other offices at the University. Thus, the School’s administrative functions operate under the same system as the Faculty of Business Administration and the Graduate Program in Management.

In the AY 2014, the number of full-time staff assigned to the Office for the Faculty of Business Administration was increased to two, enabling the School to reduce the administrative burden during busy periods at the beginning and the end of semesters. This has also helped to reduce and level the administrative burden during normal periods.

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The Academic Affairs Office and the Student Affairs Office do not provide ordinary counter services on weekday evenings and Saturdays; the only counter services available are Nanzan University’s After-Hours Counters. For students in the Graduate Program in Business Administration, outsourced administrative staff deals with over-the-counter inquiries at the Office for the Faculty of Business Administration and relay on administrative issues to the Academic Affairs Office and the Student Affairs Office. We changed the form of employment for weekday evening and Saturday staff from agency staff to outsourced administrative staff, and consequently, we have been able to provide the administrative and student services needed to improve the educational environment by having one staff member working on weekday evenings (two in busy periods) and two on Saturdays.

Thus, the School has taken steps to improve its administrative system in appropriate proportion to its size and status, for example, by increasing the number of full-time administrative staff and strengthening the administrative system on Saturdays. 2) Issues to be improved Although we have increased the number of full-time administrative staff to two, we have not yet established a sufficient administrative system for conducting PR activities, such as managing the website, administering School briefings, updating the School’s brochure, issuing newsletters, and contacting prospective students who participate in School briefings. It is necessary to establish an administrative system for strengthening PR activities. PRT Comments: ・The School has some weakness in the administrative system for conducting PR activities, such as managing the website, administering School briefings, updating the School’s brochure, issuing newsletters, and contacting prospective students who participate in School briefings. Detailed Standard 3: “The School must institute administrative systems that adequately support the educational and research activities of its faculty members.” 1) Self-Check Administrative functions that support the education and research of faculty members at the Graduate Program in Business Administration operate under the same system as that for faculty members in the Faculty of Business Administration. The full-time staff members efficiently and appropriately manages the temporary staff (3 members) and outsourced staff (6 members) and handles faculty members’ demands, duplicating teaching materials, configuring information appliances, and handling administrative procedures for full-faculty members’ use of research funds. Furthermore, we have also succeeded in improving the administrative system on weekday evenings and Saturdays. 2) Issues to be improved During weekday evenings except during busy periods, administrative duties are handled by a single staff member; therefore, it is necessary to consider improving the efficiency of response to administrative support for the education and research activities of faculty members at the School by upgrading to a two-person system or scheduling meetings with the full-time staff member during weekday afternoons. PRT Comments: ・SER states as follows: During weekday evenings, administrative duties are handled by a single staff member; therefore, it is necessary to consider improving the efficiency of response to administrative support for education and research activities of faculty members by upgrading to a two-person system or scheduling meetings with the full-time staff member during weekday afternoon. It is desirable that this issue is improved.

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Standard 18-INFRASTRUCTURE SUPPORT Basic Standard: “The School must maintain educational and research facilities and other infrastructure needed to achieve its mission statement.” 1) Self-Check The educational and research facilities used by the School are located in Building J of the Nanzan University at the Nagoya Campus. The class rooms and seminar rooms are used by undergraduates programs on weekday mornings and afternoons; however, this does not interfere with the operations of the School, where classes take place on weekday evenings and Saturdays. The University Library is a three min walk from Building J and has student study rooms on the third floor.

Although the School provides the facilities and infrastructure required of a Professional Graduate School and overall utilizes these facilities effectively, there are some areas for improvement, including those facilities that are somewhat dispersed, deteriorating, or in need of further improvement.

In the past, we have presented facilities improvement plans based on the opinions of students and improvements have been made in some areas; however, in the future, we must negotiate with the University with a view to improve the facilities on par with other Professional Graduate Business Schools.

In the AY 2011, the School established a Facilities Review Working Team and developed improvement measures while referring to the facilities of other Professional Business Graduate Schools. The Graduate Program in Business Administration Assembly and Graduate School Committee then discussed these measures before submitting a request to the University midway through the AY 2011. In the AYs 2012 and 2013, we continued to negotiate with the University and several of our demands were met.

Nevertheless, some issues still remain, such as improving the student lounge, group work spaces, student study rooms, establishing wireless LAN service, and replacing classroom equipment. 2) Issues to be improved It is necessary to continue to address outstanding issues such as improving the student lounge, group work space, student study rooms, establishing wireless LAN service, and replacing classroom equipment. PRT Comments: ・The facilities that need to be improved are: the student lounge, group work space, and student study rooms. The other issues are establishing wireless LAN service and replacing class room equipment. ・There was a guided tour to the sites related to this standard and explanations were convincing of the effort being made. Detailed Standard 1: “The School must maintain an appropriate number and quality of its facilities, such as classrooms, seminar rooms, and study rooms, in order to enhance the efficiency of its educational programs.” 1) Self-Check The School uses the following facilities: Building J, Floor 8: Faculty offices; Office of the Dean of the Faculty of Business Administration

(and Office of the Dean of the Graduate School of Business Administration), Office for the Faculty of Business Administration (and Office for the Graduate School of Business

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Administration), faculty Lounge Building J, Floor 7: Faculty offices Building J, Floor 5: Five classrooms (2 × 28 capacity, 1 × 20 capacity, 1 × 50 capacity, 1 × 54

capacity) Building J, Floor 4: Faculty offices, student lounge (and meeting room) Building J, Floor 3: Four classrooms (3 × 30 capacity, 1 × 24 capacity), PC room (41

computers; only for students in the Graduate Program in Business Administration; open to 22:00 on weekdays, 17:45 on Saturdays, and 17:00 on Sundays and public holidays)

Building J, Floor 2: Four PC rooms (total of 165 computers, shared use with undergraduate students)

Building J, Basement Floor 1: Two classrooms (1 × 20 capacity, 1 × 64 capacity); two PC rooms (total of 108 computers, shared use with undergraduate students)

Building J, Basement Floor 2: Two PC rooms (total of 47 computers, shared use with undergraduate student)

Nagoya Campus University Library: Around 650,000 books and 15,000 journals available. Around 20,000 electronic journals and 40 kinds of databases also available. Normal opening hours during semester time are Monday to Friday 9:00 to 22:15, Saturday 9:00 to 20:00, and Sunday 10:00 to 17:00. Some databases are available outside the University 24 hours-a-day via University Library website.

Library, Floor 3: Twelve student study rooms (2 × 8 capacity, 2 × 7 capacity, 4 × 6 capacity, 3 × 5 capacity, 1 × 3 capacity)

All of the classrooms on the fifth floor of Building J, where most our classes take place, are each equipped with audiovisual equipment. Student lockers are also provided on the fifth floor to help students study efficiently. Presently, a considerable number of our working students go to school by car, and we have secured car parking space for them.

The Facilities Review Working Team, which was established in the AY 2011, reconfirmed issues concerning the School’s facilities and examined concrete improvement measures. In the AY 2011, the Working Team prepared a report titled “Facilities Review Working Team Report – Requests regarding improvements to the Business School Facilities,” calling upon the University to improve the School’s facilities. Consequently, the computer usage hours were extended by the introduction of a password protected entry system, and our students are now able to use the computers until 22:00 on weekdays, 17:45 on Saturdays, and 17:00 on Sundays and public holidays.

Furthermore, to improve students’ learning environment, a discussion room by using partitions to claim space in an existing classroom was established and our students were given priority use of classrooms (classrooms 51-55 in Building J) after 17:00 on weekdays and at weekends.

Our students have expressed dissatisfaction about the general deterioration of Building J, where classrooms are currently located, and demand for improvement is high. In particular, this applies to classrooms on the first basement. 2) Issues to be improved It is necessary to actively pursue an improvement plan for the deteriorating facilities as a part of the University’s facilities renewal plan. PRT Comments: ・The School intends to actively pursue an improvement plan for deteriorating facilities as a part of the University’s facilities renewal plan. ・There was a guided tour to the sites related to this standard and explanations were convincing of the effort being made.

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Detailed Standard 2: “The School must provide an individual office for each full-time faculty member.” 1) Self-Check Individual offices are provided for the School’s full-time faculty members on floors 4, 7, and 8. Each office is equipped with a desk, a clothes locker, a sofa, a bookshelf, and a PC internet connection. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. ・There was a guided tour to the related sites and explanations were convincing of this detailed standard being satisfied. Detailed Standard 3: “The School must systematically maintain a collection of books, academic journals, and audiovisual materials necessary for the educational and research activities of both students and faculty.” 1) Self-Check The University Library at the Nagoya Campus houses around 650,000 books and 15,000 journals. In addition, it provides around 20,000 electronic journals and 40 types of databases. Normal opening hours during semester time are Monday to Friday 9:00 to 22:15, Saturday 9:00 to 20:00, and Sunday 10:00 to 17:00, enabling students to use the facilities after classes. Some databases are available to students outside the University 24 hours-a-day through University Library website.

Each year, in addition to the common book budget of ¥2,500,000 for students in the Faculty of Business Administration and the Graduate School of Business Administration, the School receives a book budget of ¥15,000 per student for students in the Graduate Program in Business Administration, and we strive to maintain an appropriate collection of books within our budget, in collaboration with members of the Faculty’s Book Committee.

The student lounge on the fourth floor in Building J is stocked with the School’s own collection of 33 journals and four newspapers, which are freely available for students to read.

Each fall-time faculty member receives an individual allowance of ¥150,000 for books shelved in the University Library. Expensive books and databases are covered by a separate budget, after hearing the opinions of faculty members, to maintain an appropriate collection of books and materials in collaboration with the Faculty of Business Administration. 2) Issues to be improved None in particular PRT Comments: ・The standard is properly satisfied. ・There were a guided tour to the sites related to this standard and explanations were convincing of this detail standard being satisfied. Detailed Standard 4: “The School must effectively utilize and maintain facilities and equipment appropriate for its educational and research activities and the delivery of its educational programs.” 1) Self-Check The School effectively utilizes the facilities described in Detailed Standards 1, 2, 3, and 5. However, the student study rooms, some classrooms in Building J, and some of the facilities and equipment in these rooms are partly deteriorating and require improvement. Furthermore, the School should improve the computer environment, for example, by introducing wireless LAN service. 2) Issues to be improved

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It is necessary to pursue an improvement plan for deteriorating facilities and an implementation plan for facilities in need of improvement. PRT Comments: ・ The School intends to pursue an improvement plan for deteriorating facilities and an implementation plan for facilities in need of improvement. ・There were a guided tour to the sites related to this standard. Detailed Standard 5: “The School must provide study environments which enable students to engage in self-study, and encourage students to make use of these environments.” 1) Self-Check The School has provided student study rooms on the third floor of the University Library and a student lounge on the fourth floor in Building J. The student study rooms contain desks and bookshelves for each student and students can connect their own PC to the School LAN from the study rooms if they complete the application procedures at the Office of the Center for Information and Communication Technology. Students can independently use and manage the study rooms and each student is issued a key. Students can use the study rooms between 8:45 and 22:30 from Monday to Saturday and between 8:45 and 22:00 on Sunday. The rate of use by students is relatively low due in part to the deterioration of the study rooms and it being a three min walk from Building J.

The J415 Meeting Room, which is used as a student lounge, is stocked with 33 journals and four newspapers and equipped with a LAN hub. The room is often used for class preparation and group work.

Students can freely use the PC rooms in Building J when they are not being used for a class. Students from other schools and faculties can use the PC rooms until 20:30 on weekdays and 17:00 on Saturday; however, as a result of negotiations with the University, students in the Graduate Program in Business Administration are now able to use the PC room on the third floor of Building J until 22:00 on weekdays, 17:45 on Saturdays, and 17:00 on Sundays and public holidays.

While the School does not provide a room specifically for group work, students may use classrooms when classes are not held after 17:00 on Saturday. 2) Issues to be improved There are many areas for improvement, including establishing rooms specifically for group work; improving the lounge by the addition of a photocopier for students and a drinks vending machine; improving the computer environment, for example, by the introduction of a wireless LAN service; and generally improving the environment for self-study on Saturday evenings and Sundays. The School should, to the best of its ability under the given circumstances, continue striving to establish a learning environment that encourages students to engage in self-study. PRT Comments: ・The areas for improvement are as follows: Establishing rooms for group work and improving the lounge by the addition of a photocopier and a drinks vending machine; improving the computer environment. The School intends to continue striving to establish a learning environment that encourages students to engage in self-study. ・There were a guided tour to the related sites that was convincing of the efforts being made.

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5. Quality Improvement Initiatives 1) Quality Improvement for last three years We describe Kaizen based on the Action Plans during last three years. (1) Mission Statement Issue 1: Establish an Advisory Board in order to efficiently review our mission statement. In addition, it is necessary to set up a framework in which to consider how to appropriately adapt to new academic developments and changes in the social environment. Action Plan During the AY 2011, establish an Advisory Board that takes advantage of the relationship with industries in the Tokai region. This relationship was built up through the implementation of the Educational Program Improvement Workshop and the survey on the role of business schools in management resource development in the area of East Asian manufacturing throughout the AYs 2009 and 2010. As a framework to consider how to adapt to new academic developments and changes in the social environment, following the AY 2011, we hold faculty development seminars once a year in which deans or assistant deans from leading business schools are invited to deliver lectures. These will be followed by faculty development meetings designed to facilitate discussion among full-time faculty members. In addition, the materials for the review will be organized to allow for easier access following the AY 2012, a process that will be completed by the end of the AY 2013. Implementation During the AY 2011, a 13-member Advisory Board was set up to hold annual meetings. It is made up of representatives from nine significant companies located in the Tokai region (Kojima Industries Corp.; CKD Corp.; Daido Steel Co., Ltd.; Toyota Motor Corp.; Toyota Tsusho Corp.; Toyota Boshoku Corp.; The Bank of Nagoya, Ltd.; NGK Insulators, Ltd.; and Brother Industries, Ltd.) as well as two people with experience as deans of other graduate business schools and two graduates of our program. With regard to inviting the deans of other graduate schools to faculty development seminars, during the AY 2011, we invited Professor Yoshitaka Kai, Dean of the Institute of Business and Accounting (Professional Graduate School) at Kwansei Gakuin University, in 2012 we invited Professor Hirofumi Matsuo of the Graduate School of Business Administration at Kobe University and in 2013 we invited Professor Yoshihiro Tokuga, Dean of the Graduate School of Management at Kyoto University. Organizing the materials for the review process was almost completed during the AY 2013 and they are now being adjusted for more convenient utilization. Improvements Establishing the Advisory Board has allowed us to hear opinions and suggestions on the School’s educational program periodically from industrial society of the Tokai region. Inviting the deans of other graduate business schools to our faculty development seminars gives us an opportunity to learn about new developments in academic areas of other schools or ways to adapt to the changes in society for further reference to improve our educational program. Besides, keeping various materials in order now means that whatever materials are now required can be swiftly accessed. Issue 2: We need to promote a deeper shared appreciation of Nanzan’ s educational motto among faculty members and students in order to achieve an educational program that places emphasis on “For Human Dignity” as our mission. Action Plan By the AY 2013, all full-time faculty members will create opportunities in their classes to consider

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what “For Human Dignity” means, what business ethics are, and what CSR is. In preparation for this, the Faculty Development Committee plans to host faculty development meetings throughout the AYs 2011 and 2012. Implementation Once in each of the AYs 2011 and 2012, faculty development meetings to help prepare class content were held in which the issues of human dignity and CSR were covered. In these faculty development meetings, full-time faculty members reported on the content that they are considering and deepened their understanding through discussion. Thus, these meetings were of great use as they move forward with their preparation. In the AY 2013, apart from one person studying abroad, all of the full-time faculty members created opportunities in their classes to consider human dignity, business ethics and CSR. Improvements Meaningful opportunities have been created for faculty members and students to share a deeper appreciation of our University’s educational motto, business ethics, and CSR. Issue 3: It is necessary to build up detailed financial strategies for securing external research funds. Action Plan We will start the following initiatives to help faculty members develop the ability to secure external research funds. ● Through faculty development seminars, share the experience and knowledge of full-time faculty members who have efficiently secured external funds in the past. ● Hold faculty development seminars in which individual faculty members present current and/or prospective research projects in order to encourage synergies and interaction among faculty members. ● Consider a system of financial subsidies in order to encourage full-time faculty members to hold voluntary workshops, host workshops with outside researchers, and workshops with companies or graduates. Aim to commence this from the AY 2012. ● In order to encourage research proposals to companies opportunities will be created in faculty development meetings for faculty members to consult with one another on project planning. After being approved at the Program Assembly a system of financial support for these proposals will be considered with the aim being to implement this system in the AY 2012. ● Publish a list of educational and research output of all full-time faculty members in the Nanzan Management Review every AY in order to boost their motivation to engage in research activities. Implementation A faculty development seminar on acquiring external funds, such as Grant-in-Aid for scientific research, was held in the AY 2011. In this session, three professors belonging to our program who possess a wealth of experience on this front spoke to our full-time faculty members about such topics as how to fill in applications and setting research topics before fielding questions from those in attendance. Almost all of our full-time faculty members were able to attend, so it served as a valuable opportunity to share know-how. With regard to faculty development seminars to promote research exchange (research reports by full-time faculty member), full-time faculty members have been giving such presentations in the fall semester of every AY since 2011. Financial support is available for conference expenses and photocopying costs. A Joint research proposal to companies was planned, but was not materialized. From the AY 2011, a list of the previous year’s educational and research output (including activities in society) by each full-time faculty member is published in the first number of the Nanzan Management Review.

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Improvements Through faculty development seminars there has been a sharing of know-how among full-time faculty members about acquiring Grant-in-Aid support for scientific research. However, our success in securing Grant-in-Aid support for scientific research has slowed down, because the three professors belonging to our program who possess a wealth of experience on this front have all retired. Faculty development seminars to promote research exchange and the creation of a list of the educational and research output of all of our faculty members have contributed to a better understanding among members of the research content and output of their peers. We hope that this will lead to greater success in acquiring jointly Grant-in-Aid support for scientific research. (2) Educational Programs Issue 1: Through collaboration with industrial society in the Tokai region establish an educational program that better reflects the detail of local needs. Action Plan Establish an educational program that meets the detail of local needs by encouraging collaboration with enterprises in the Tokai region and with graduates. To this end, we will begin the following strategic initiatives during the AY 2011, and create a framework that sees them functioning effectively by the end of the AY 2013. ●Establish a Committee to Consider Collaboration between Industry and Academia that includes representatives of companies in the Tokai region and graduates. This committee will promote the Industry-government-academia Collaboration Project, the dispatch of lecturers, research collaboration, and the development of teaching materials. At the same time, we will use this committee as way to hear people’s opinions on the educational program. ●For graduates and current students, we will periodically offer our facilities as the opportunities for workshops on various enterprises and industries, and create opportunities to exchange advanced business information and opinions on management issues. In this manner, we hope to encourage not only their desire to study but also improvements in the educational program such as the development of teaching materials ●Establish a system in which graduates help with the development of teaching materials, act as facilitators in classes and offer support to the Research Project. Implementation During the AY 2011, we established the Committee to Consider Collaboration between Industry and Academia. This committee includes some executive members of our program’s alumni association (NBS Alumni Association) and to date it has met twice. As examples of collaborative activities with graduates there were activities such as the NBS Talk-Event, the Accounting and Finance Workshop, the Case-Study Workshop, the Organizational Learning Workshop, participation in a Marketing Analysis Contest and participation in a Data Analysis Competition, publishing two joint research papers and putting together two cases. In the AY 2012, the Committee to Consider Collaboration between Industry and Academia met twice. As examples of collaborative activities with graduates that year there were activities such as the NBS Alumni Association “Activities Report Meeting,” the Accounting and Finance Workshop, the Case-Study Workshop, the Organizational Learning Workshop, participation in a Marketing Analysis Contest and participation in a Data Analysis Competition. From the AY 2012, we commissioned Takashi Okui as a part-time instructor to teach ISO14001 and Management (Spring Semester) and “Environmental Report Analysis” (Fall Semester). Okui is the School’s graduate who has a significant experience in the business of environmental management. During the AY 2013, in Research Project II, which is among the practical courses, we cooperated

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with a manager of small and medium-sized enterprise on the topic of “The Entry of Small and Medium-sized Enterprise into Agriculture ― the Challenge for Success in the Tamogitake (golden oyster mushroom) Business.” Members of the Committee to Consider Collaboration between Industry and Academia including the President of the Alumni Association met several times to discuss arrangements for events. As examples of collaborative activities involving graduates that year there was a lecture by the president of Mito Securities Co. Ltd. gave a lecture on the topic of “The Future of the Japanese Stock Market and the Securities Company Business Model.” The Accounting and Finance Workshop held a lecture on data mining given by Professor Shawkat Ali from the Central Queensland University. We took part in a Data Analysis Competition. We have commissioned three graduates who finished the Program with excellent grades to serve as evaluation committee members for the Research Project. Improvements We have strengthened collaboration with companies in the Tokai region and with our graduates, thereby creating a framework for delivering an educational program that meets the needs of the region. While these initiatives have enhanced our educational program to a certain degree we need to further strive to make it function even more effectively. Issue 2: Refine the process of how we constantly review and update our curriculum. We need to implement systematic measures to ensure that the latest progress in education and research, industrial trends, cutting-edge expert knowledge and skills can be incorporated into the educational program. Action Plan By the end of the AY 2012, we will institute a process in which the Self-Evaluation Committee takes charge of evaluation of the curriculum and the Curriculum Committee draws up a draft proposal of the curriculum including a draft of the set of the courses to be offered the following academic year. The latest progress in education and research, industrial trends, cutting-edge expert knowledge and skills will be incorporated into the curriculum by collecting suggestions from faculty members and discussing these suggestions in a meeting of the Curriculum Committee held around the middle of the spring semester, when the next year’s courses are discussed. Implementation From the AY 2011, we established the following system: first of all, based on the evaluation of curriculum and the issues for improvement which are pointed out by the Self-evaluation Committee, the Curriculum Committee creates a draft proposal for amendments to the curriculum including the courses to be offered in the following year, and after that, the draft is deliberated and determined at the Program Assembly and then at Graduate School of Business Administration Committee. Especially, the Curriculum Committee reviewed and updated the courses related to the areas of manufacturing and Asian business administration in the AY 2011, and discussed changes to the names of English language courses and addition of courses in the AY 2012, and discussed the elimination and consolidation of courses that were taken by small numbers of students. Further efforts are required regarding initiatives to incorporate the latest progress in education and research, industrial trends, cutting-edge expert knowledge and skills into the curriculum Improvements A system has been created in which the Self-Evaluation Committee takes charge of evaluation of the curriculum and the Curriculum Committee creates a draft proposal for amendments to the following year’s curriculum including the courses to be offered. Issue 3: The proportion of classes that have five or fewer students enrolled is high. Some classes have consistently small numbers enrolled. The method of student class evaluations and the faculty development meetings to discuss the results of the student class evaluations need to be improved. Action Plan

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In the AY 2009, 30% of courses offered had five or fewer students enrolled. Our goal is to reduce this to no more than 15% by the end of the AY 2013. In the process of amending the curriculum for the AY 2011r, faculty members bringing in their own syllabus in each of the areas, and collaborated on the unification or abolition of courses considering their relationship with other courses, duplication of content, and taking into account the needs of students. However, sufficient consideration has not been given to courses in the manufacturing and Asian management field because the full-time faculty member in charge of the courses was away studying abroad. In the AY 2011, with regard to these courses, which are closely related one another, we will strive to enhance the relationship among the courses and to unify, abolish, or create new courses. The results of this process will be reflected in the curriculum revised for the AY 2012. In addition, by the end of the AY 2011, a Learning Guidebook for students will be prepared, in which the outline and relations among the courses will be indicated. If new issues are discovered in the process, they will be considered and any further changes reflected in the curriculum improvement carried out after the AY 2012. With regard to student class evaluations, new methods suitable for eliciting opinions from students in small-size classes will be considered in the faculty development meeting, and then implemented from the AY 2012. In the faculty development meetings to discuss the results of the student class evaluations, faculty members will be encouraged to talk about various things that they have tried in class, or their self-evaluation. Implementation In the AY 2011, the sub-committee carried out a review of the group of courses covering the areas of manufacturing and business administration in Asia, and made adjustments to the content, modification to names of four courses, addition of two courses, in consideration of the connection between courses, the duplication of content and the needs of students. A Learning Guidebook was completed during the AY 2010, one year ahead of schedule. The content includes a course structure and registration guideline for each area of accounting, marketing, finance, Human Resource Management, strategy, and operations management as well as a selection chart of recommended courses for learning about monozukuri (manufacturing) and business administration in Asia. The Learning Guidebook was distributed to all students at an orientation for new students and semesterly course registration guidance sessions. It was revised during the AY 2011 at the same time as the curriculum amendments to the group of courses covering the areas of manufacturing and business administration in Asia. With regard to the improvement in the method of carrying out student class evaluations, the following changes based on discussion in faculty development meetings were implemented.

1) Changing from the previous method of using a designated drop-box to collect in responses to collecting them up in class.

2) The collection is carried out by a representative of the students and then submitted to the office.

3) To ensure that the content of the responses does not influence student grades, the responses are given to the faculty members in charge of the course after they have submitted their grade report. The students are informed that this procedure is used.

This amended method was implemented six months earlier than planned, in the fall semester of the AY 2011. This amended method was implemented from the fall semester of the AY 2011, six months earlier than planned. Improvements Through improvement in the method of carrying out student class evaluations, the return-rate rise to almost 100%. In addition, the overall average evaluation score that had previously sat at about 4.0 (out of 5) rises to almost 4.4. It is thought that this may be due to the faculty development meetings to discuss the results of the student class evaluations. We have not been able to achieve

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the goal that was to reduce the percentage of classes that have five or fewer students enrolled to not more than 15% of the total by the AY 2013. A major reason for this is that the number of students is less than the student quota. Issue 4: Grades given to students have varied widely among faculty members. Faculty members need to discuss the standard of attainment targets for each course and the acceptable range of grade averages for classes. Action Plan Measures will be considered and decided upon at the AY 2011 faculty development meetings and implemented from the AY 2012. Implementation During the AY 2011 we held discussions in our faculty development meetings to discuss the results of the student class evaluations. With regard to the standard of attainment targets, each faculty member made adjustments where required to better match these to four newly established learning goals. On the topic of the spread of grades among the various courses, if the average grade in a course is over 3.5 or under 1.5, the faculty member in charge is now required to explain the reason for this on the prescribed form and to submit this to the director of the Program. The documents to be submitted will, if necessary, be used as reference materials in the Faculty Development Seminars. This mechanism has continued since the AY 2012. Improvements The disparities in the grades are diminishing. (3) Students Issue 1: The number of applicants is not filling the enrollment capacity. We will encourage promotional activities so local industries and society recognizes that the Business School nurtures “a broad perspective, the ability to thinking issues through logically and the ability to get things done.” Action Plan Renewal of the school’s website will be completed by the end of AY 2011. Specific examples of students’ progress in the ability to solve problems will be featured on the website, as will the results from the Research Project courses and cases of graduates doing well in industries. There will be direct mail to Nanzan University graduates carried out through the Nanzan University Alumni Association. Analysis of web traffic and page views will enable us to measure the effectiveness of our promotional activities. After the AY 2012, while efforts will be focused on the most effective promotions, as established from the results of measuring the effectiveness of each method, we will also actively carry out public relations towards our mid-term vision of aiming to encourage collaboration with local industries and our graduates, and look to boost our presence in the local community. We will continue to request the necessary budget from the University to carry out these initiatives. Implementation In AY 2011, we renewed our website to match the revised curriculum. We put in an article under the title of “Research Project Story” about the Research Project results of two of our students who have completed the program. We also included an article entitled “Message from Graduates” about the achievements of six of graduates. Through the Nanzan University Alumni Association, we sent our program’s brochures and leaflets about school briefings to 3,071 graduates living in the Tokai region. By tracking the number of times our website was accessed and by analyzing page views, we know that awareness of our program is on the rise and this can be attributed at least to some degree to our PR activities. In the AY 2012, we enclosed brochures and leaflets about school briefings in around 4000 Nanzan

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Extension College Fall semester guidance packs. Also, we began holding off-campus school briefings on weekday evenings at the Winc Aichi conference building in the center of Nagoya in addition to our internal Graduate School Admission Seminars. These off-campus school briefings have been held on an ongoing basis. Judging from the number of times our website has been accessed and by analyzing page views, we can see that from 2012, the number of times that our website has been accessed and the page views have increased over the previous year. In particular, in August, directly after the mail-out, the page views reached their peak in comparison to the previous year’s figures, so this suggests that it did have a positive effect. Also, the impact of the activities in the center of Nagoya show a 14% increase in access numbers over the same May-August period of the previous year. In the AY 2013, we carried out NBS promotional activities aimed at people such as participants in the Extension College, Alumni Association members, and executives in companies located in the Tokai region. Also, at lectures open to the public, we had three graduates give a report on “The Value of the Nanzan Business School (NBS).” In addition, we circulated 4,000 flyers, mainly focusing on executives in companies located in the Tokai region. Improvements Through the data analysis of website access numbers and page view, we have become better at determining the most effective promotional activities. While our plans on this front have been implemented to some extent, we are still unable to fill all of the places available to applicants. Issue 2: We need to revise our admissions policy so our applicants are able to fully understand the target student profile of our program. Action Plan In the AY 2011, the Self-Evaluation Committee will discuss and prepare a revised draft of our admissions policy. That draft will then be reported to the Program Assembly and Graduate School of Business Administration Committee for deliberation and determination. Implementation During the AY 2010, the admission policy, which includes the target student profile, was amended. Improvements The amended admission policy allows applicants to gain a clear understanding of what we seek. For the full-time faculty members, the criteria to consider when carrying out the screening have also been thoroughly laid out. Issue 3: As supplementary activities to what is already offered by the Nanzan University Career Support Office, we offer career advisory system to foreign students and students who have entered directly from the undergraduate program. Action Plan From the AY 2011, we offer a guidance seminar on career placement for foreign students and first year students who have been admitted directly from undergraduate programs. In addition, opportunities by which foreign student graduates can give advice are provided. Implementation Since the AY 2011, around the time when students begin to look for their first jobs, we have held job-seeking guidance for foreign students and first year students who have advanced directly from undergraduate programs. This guidance includes job-seeking guidance from a professionally qualified professor with work experience in personnel division and opportunities for students to receive advice from a foreign student graduate. Improvements Having gained a better understanding of hunting for a job in Japan as a new graduate, our students are able to approach this more smoothly.

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(4) Faculty Issue 1: In order to enhance the educational program that focuses on “human dignity” as our mission, a full-time faculty member needs to be employed to take charge of the Business Ethics course. Action Plan By the end of the AY 2013, recruit a full-time faculty member who suits our program to take charge of the Business Ethics course. Implementation We have searched for a full-time faculty member who can take charge of our Business Ethics class and were able to recruit in the AY 2014. This is one year later than planned. Improvements It is expected that the recruitment of this person will lead to the further enhancement of the responsible management education that upholds the University’s educational motto “For Human Dignity.” Issue 2: Improve the research environment in order to promote the research capabilities of faculty members. Specifically the implementation of a sabbatical program, encouraging workshops including interacting with overseas researchers, and alleviating the difficulties experienced by some faculty members in participating in research conferences or workshops held off campus because of involvement in Saturday classes. Action Plan In the AY 2011, we will establish an Education Research Promotion Committee to consider improvements in the educational and research environment, and start discussion regarding the implementation of a sabbatical program, with the goal of realizing this in 2013. In cooperation with the Faculty Development Committee and faculty members in charge of research promotion in the graduate school, workshops that include interaction with overseas researchers will be promoted. In addition, to encourage active participation in academic conferences or other research activities, from the AY 2011 the timetable will be adjusted so that full-time faculty members will only be allocated Saturday classes in either the fall or spring semesters, and to the greatest extent possible, those without Saturday classes will be exempted from Saturday administrative duties. Implementation During the AY 2011 we set up the Education Research Promotion Committee in which we started to discuss a sabbatical program. In the AY 2013 one full-time faculty member commenced a one-year period of study within Japan. With regard to promoting workshops that include interaction with overseas researchers, we served as the host school for the 2011 Annual Meeting of the Academy of International Business (AIB) that was held in Nagoya. All of our full-time faculty members became involved in the organization of the event and carried out exchange with foreign researchers. It was the first annual meeting of AIB to be held in Japan and approximately 1,000 participants attended from about 40 countries. In the AY 2011, the Accounting and Finance Research Workshop organized a lecture by a foreign researcher. With regard to consideration of the timetable, all of our full-time faculty members are in charge of Saturday classes in either the spring or fall semester since the AY 2011. We have arranged our timetable so that faculty members are not put in charge of Saturday classes for both semesters. Improvements Our research environment has been improved through the introduction of a sabbatical program and consideration for faculty members built in to our timetable. (5) Supporting Staff and Infrastructure Issue 1: Administrative systems are in need of improvement. There are problems to be resolved in

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the areas of service for students, support for faculty members’ educational and research activities, and support for faculty administrative duties. In particular, the administrative system on weekday evenings and Saturdays needs to be strengthened. Action Plan We will establish the Administrative System Review Working Team. The team will look into our system’s educational and research support and administrative support from the perspective of both the students and faculty members. The team will draw up a draft proposal of measures for improvement based on the results of their observations. The draft will be reported to the Program Assembly and the Graduate School of Business Administration Committee for deliberation and determination. Then, the proposal will be submitted to the University by the end of the AY 2011. Because the allocation of two administrative staff on weekday evenings and Saturdays is a bare minimum necessity, this request will be submitted to the University without delay. From the AY 2012 into the AY 2013, we will negotiate with the University to ensure improvements in the administrative system. Also, there is no plate or sign that indicates the location of the Nanzan Business School, so we hope to rectify that without delay through negotiations with the University by the dean. Implementation In the AY 2011, we established an Administrative System Review Working Team comprising a full-time administrative staff member from the Faculty of Business Administration and two full-time faculty members. The Working Team inspected and evaluated the existing administrative system and summarized issues to be improved and measures in a report, which was submitted to the Program Director, Furthermore, after discussion at the Graduate Program in Business Administration Assembly and the Graduate School Committee in October 2011, we established a project team to examine and implement concrete improvement measures based on this report. The project team carefully examined all administrative affairs handled by the Office for the Faculty of Business Administration, determined and organized priorities, and implemented improvements, for example by identifying unnecessary administrative duties. Simultaneously, the project team showed that, as a bare minimum, it was necessary to normalize the two-person administrative system on weekday evenings and Saturdays. At the end of the AY 2011, we asked the University through the Dean of the Graduate School to “increase in number of administrative staff on weekday evenings and Saturdays from one to two.” In September 2012, a “two-person administrative system on weekday evenings during busy periods and Saturdays” was established. Furthermore, in the AY 2013, we obtained the understanding of the University regarding our administrative system and reorganized the system under a new Office Head. The administrative system was improved by adding a limited full-time staff member and changing the administrative outsourcing company during weekday evenings and Saturdays. Consequently, we were able to improve support for students and faculty members. The “Office for Graduate School of Business Administration” was designated and included as an organization in University documents and displays. Improvements One full-time office staff was added and two-person administrative system on weekday evenings during busy periods and Saturdays was established. Issue 2: It is necessary to upgrade our facilities in order to improve the learning environment. Specifically, improvement of the audiovisual equipment in classrooms, setting up more discussion and seminar rooms, designating special rooms for group work, improving the facilities for use of PCs, and improvement of the environment for self-study on Saturday evenings and Sundays, relocating student study rooms to Building J, and improving the lounge facilities by setting up photocopying machines and vending machines.

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Action Plan Establish a Facility Review Working Team, and draw up a draft proposal for improvements by referring to facilities at other professional graduate business schools. The draft will be submitted to the Program Assembly and Graduate School of Business Administration Committee for a decision. The requests will be submitted to the University by the end of the AY 2011. From the AY 2012 into the AY 2013, we will negotiate with the University in order to improve the facilities. Implementation The Facilities Review Working Team, which was established in the AY 2011, reconfirmed issues concerning the School’s facilities and examined concrete improvement measures. In the AY 2011, the Working Team prepared a report titled “Facilities Review Working Team Report – Requests regarding improvements to the Business School Facilities,” calling upon the University to improve the facilities. Consequently, the improvements outlined below were made. Improvements The computer usage hours were extended by the introduction of a password protected entry system, and our students are now able to use the computers until 22:00 on weekdays, 17:45 on Saturdays, and 17:00 on Sundays and public holidays. Furthermore, to improve students’ learning environment, a discussion room by using partitions to claim space in an existing classroom was established and our students were given priority use of classrooms (classrooms 51-55 in Building J) after 17:00 on weekdays and at weekends.

2) PDCA Cycle for Quality Improvement To improve the quality of our management education, we will implement the three-year action plans in Section 3 in accordance with the following PDCA cycle: Do: Under the leadership of the Dean, the Executive Committee, the Curriculum Committee, the Faculty Development Committee, and faculty members in charge of student and academic affairs, public relations, liaison, and other faculty members will implement the action plans with support of the Office for Graduate School of Business Administration. Check & Action: The Self-Evaluation Committee will check and evaluate the progress of the action plans. First, the Committee will conduct an interim self-check/self-evaluation halfway through the academic year, which will take place in September between the Spring and Fall semesters. Then the Executive Committee will prepare a draft of the revised annual action plans based on the interim self-check/self-evaluation. The Program Assembly and Graduate School Committee will discuss the results of this self-check/self-evaluation and the draft of the revised annual action plans. Then the Executive Committee, the Curriculum Committee, the Faculty Development Committee, and faculty members in charge of student and academic affairs, public relations, liaison, and other faculty members will implement the revised annual action plans. The Self-Evaluation Committee will conduct an annual self-check/self-evaluation at the end of the academic year, which the Program Assembly and Graduate School Committee will discuss. Plan: The Executive Committee will collaborate with the other committees to prepare a draft of the revised action plans for the next AY based on the results of the interim and annual self-check/self-evaluation. The Program Assembly and Graduate School Committee will discuss the draft of the revised annual action plans. From mid-Spring semester to September, the Curriculum Committee will prepare a draft of the curriculum for the next AY. The Program Assembly and Graduate School Committee will then discuss the new curriculum. Other plans such as those for PR activities will be prepared in the Fall semester, and budget requests will be sent to the University in November.

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PRT Comments: To improve the quality of education, the School will implement the three-year plans in accordance with the following PDCA cycles: Do: Under the leadership of the Dean, the Executive Committee, the Curriculum Committee and others, the faculty members will implement the action plans. Check and Actions: The Self-Evaluation Committee will check and evaluate the progress of the action plans. Plan: The Executive Committee will collaborate with the other committees to prepare a draft of the revised action plans for the next AY based on the results of the interim and annual self-check/self-evaluation. 3) Improvement Issues (1) Chapter One: Mission Statement Issue 1: We have been unable to secure as much external funds as expected. Revise strategies for securing external funds to develop the unique features of our educational program. Issue 2: Further enhance opportunities to hear the opinions of local industries to review the mission statement and improve the curriculum. PRT Comments: As issue 1, the School states the need for revising strategies for securing external funds. As issue 2, it plans to hear opinions of local industries to review the mission statement and improve the curriculum. (2) Chapter Two: Educational Programs Issue 3: Strengthen collaboration with local industries and enhance education that responds to the needs of industries in the Tokai region, which is the unique feature of our educational program. Issue 4: Strengthen collaboration with local industries and regional society and enhance responsible management education that upholds the University’s educational motto “For Human Dignity,” which is the unique feature of our educational program. Issue 5: The University plans to introduce an institution-wide quarter system from the AY 2017. Design a timetable that is convenient for working students. Issue 6: Some students do not make the most of opportunities to receive academic advice from advisers. PRT Comments: As issue 3, the School states that it is necessary to collaborate with local industries in order to make its education more responsive to industries’ needs in Tokai region. The issue 4 involves enhancing “responsible management education” such as CSR(Corporate Social Responsibility), CSV(Creating Shared Value), gender equality, corruption prevention and environmentally-oriented management, etc., in collaboration with local industries and society. (3) Chapter Three: Students Issue 7: Increase the number of applicants who fit the target student profile and fill the admission quota by strengthening collaboration with local industries and regional society and PR activities. Issue 8: Examine whether the methods of documentary examination and interviews alone are sufficient for consistently screening applicants’ communication skills, particularly in the case of foreign students.

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PRT Comments: Issue 7, as the most urgent one, is to increase the number of applicants who fit the target student profile. (4) Chapter Four: Faculty Issue 9: Take steps to appoint full-time faculty members to strengthen the features of our educational program. PRT Comments: Issue 9 is to appoint a full-time faculty member with expertise in Asian business management. (5) Chapter Five: Supporting Staff and Infrastructure Issue 10: Improve facilities. Facilities such as student study rooms are partly deteriorating. There is a need for some additional facilities to improve the learning environment. Issue 11: Strengthen the administrative system. It is necessary to improve the administrative system on weekday evenings outside of busy periods. It is necessary to establish an administrative system for strengthening PR activities. PRT Comments: Issue 10 is to improve facilities, such as student study rooms. There is a need for some additional facilities to improve learning environment. The SER considers that the most important issues are issue 3 and 4. The most urgent issues are Issue 7 and Issue 10. The most important issues are Issue 3 and 4. Strengthening collaboration with local industries, we enhance the following two unique features of our program: Education that responds to the industrial needs of the Tokai region and responsible management education that upholds the University’s educational motto “For Human Dignity.” Issue 1, 2 and 9 are also related to Issue 3 and 4. The most urgent issues are Issue 7 and 10. We must take measures to improve these issues as soon as possible. 4) Quality Improvement Initiatives (1) Chapter One: Mission Statement Issue 1: Plan collaborative research projects mainly involving full-time faculty members and aim to acquire external funds such as Grants-in-aid for Scientific Research. Respond to the globalization needs of companies in the Tokai region, one of the features of our educational program, and establish themes related to business ethics. Utilize the results of our research in our education. Issue 2: Add members from local industries to the Advisory Board. Appeal to officials in charge of CSR at an influential enterprise in the Tokai Region to serve as Board members to more effectively hear opinions on responsible management education, one of the features of our educational program. Appeal to officials of chambers of commerce and industry to serve as Board members to grasp the needs of managers and successors at SMEs. (2) Chapter Two: Educational Programs Issue 3: Revise the content of each course and our curriculum, implementing changes that enable us to respond more appropriately to the needs of industries in the Tokai region. While doing so,

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strengthen collaboration with local industries and strive to increase lecturers and guest speakers from local industries and compile cases based on local companies. Issue 4: 1. To encourage faculty members and students to profoundly share the University’s educational

motto and promote responsible management education, in the AY 2013, we began arranging opportunities for full-time faculty members to consider human dignity, business ethics and CSR in their classes. Use opportunities such as faculty development seminars and meetings to further improve this initiative.

2. To cultivate business leaders who can respond to issues related to regional society and the environment, increase the number of opportunities for students to apply what they learn by collaborating with companies that aim to create shared value (CSV), chambers of commerce and industry, and NPOs.

Issue 5: The Curriculum Committee will hear the opinions of students and faculty members and prepare a timetable that is convenient for working students. Issue 6: Enhance the content of course registration advice and academic counsel provided as a part of the orientation for new students. Make it compulsory for advisers to sign the Learning Plans and self-evaluation reports submitted by students to encourage academic counsel between students and advisers. Distribute copy of student report cards to advisers each semester and utilize these for academic guidance purposes. (3) Chapter Three: Students Issue 7: 1. Actively conduct PR activities using the website and electronic media channels such as SNS.

For example, actively disseminate information about faculty members’ research, teaching, and social contribution activities via the website.

2. Hold consecutive seminars and demonstration lessons at School briefings and increase the number of participants.

3. Pursue research themes related to issues in regional society, and in particular local industries, in collaborative research and practical courses and utilize these achievements in PR.

Issue 8: Revise the method of screening for foreign students after reviewing current foreign students’ Japanese communication skills and implement a new method of admissions screening. (4) Chapter Four: Faculty Issue 9: Appoint a full-time faculty member with expertise in Asian business management. (5) Chapter Five: Supporting Staff And Infrastructure Issue 10: The University is planning to repair deteriorating campus facilities during the three year period from the AY 2018. Building J is included in that improvements plan. Use this opportunity to ask the University to improve the facilities used by the School. Issue 11: Consider expanding PR activities aimed at working students in coordination with other University offices handling PR activities for graduate schools, including the Admissions Office. Request the University to increase the number of staff or provide a budget for outsourcing. PRT Comments: (1) Mission Statement Issue 1: The statement, “Respond to the globalization needs of companies in the Tokai region” that has appeared repetitively throughout this SER, is abstract and presents few concrete initiatives.

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Issue 2: With respect to the plan: “Appeal to officials in charge of CSR at an enterprise in the Tokai region to serve as Advisory Board members ….,” is a rather mild initiative. The School may have the companies in the Tokai region actively involved in revitalizing the educational program. Even updating the educational objectives might be in order. (2) Educational Program The School recognizes in issue 3 that the most important improvement challenge is to increase the number of applicants. As an initiative in this respect, it plans to increase lecturers and guest speakers from local industries and also to compile cases based on local companies. There should be some formal steps instituted toward restructuring the curriculum in this direction rather than this initiative being left upon individual instructor’s efforts. In issue 4, the School aims at cultivating business professionals enlightened in business ethics, CSR(corporate social responsibility) and CSV(create shared value), etc., in collaboration with local industries and society. The initiatives toward this improvement would take an administrative determination to introduce in its curriculum more of participatory courses such as case studies and debates, etc.. Management professionals cannot be brought up by taking lectures alone. Another type of the participatory courses is the management game. In the management game, learners play some functional roles in a team, encounter differing opinions and values, and resolve conflicts under stress. (3) Students There are no comments in particular. (4) Faculty In issue 9, the School realizes a need for appointing a full-time member with expertise in Asian business management. However, the instructors qualified with case methods and the management game would be a valuable addition to the faculty. There are many business skills and traits that can be brought up not by lectures alone but by working together in a team and resolving issues in a stressful setup involving conflicts 5) Action Plans for three years (1) Action Plans for 2016 Chapter One: Mission Statement Issue 1: Establish our own Collaborative Research Working Team and prepare plans for collaborative research projects. Aim to secure external funds, for example, by applying for Grants-in-aid for Scientific Research. The research projects will take place in the three year period from 2017. Issue 2: Secure an official in charge of CSR at an influential enterprise and an official of local chamber of commerce and industry as new members of our Advisory Board and expand opportunities for hearing the opinions of local industries. Chapter Two: Educational Programs Issue 3: The Curriculum Committee will collaborate with every faculty member to evaluate the extent to which the content of each course and the curriculum meets the needs of industries in the Tokai region, clarify the issues of each course and the curriculum, and consider measures for improvement. Issue 4: 1. Promote the acquisition and sharing of knowledge of business ethics among full-time faculty

members with different fields of expertise to promote responsible management education. Specifically, we will invite experts inside and outside the University and create opportunities for

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full-time faculty members to gain a deeper understanding of the educational motto “For Human Dignity” and share basic theories related to normative ethics.

2. Call upon an official in charge of CSR at an influential enterprise to serve as a new member of our Advisory Board. Further enhance collaboration with the Aichi Community Foundation (Public Interest Incorporated Foundation) and examine whether this can be incorporated into Industry–Government–Academia Collaboration Project classes. In addition, examine a system that would enable companies, economic organizations, and NPOs to recommend companies and organizations for Industry–Government–Academia Collaboration Project.

Issue 5: The Curriculum Committee will hear the opinions of students and faculty members and prepare a timetable that is convenient for working students. Issue 6: Provide sufficient time for discussion with advisers during the orientations for new students and improve the efficiency of subsequent course registration advice and academic guidance. Make it compulsory for advisers to sign the Learning Plans and self-evaluation reports submitted by students and clarify that advisers should check these documents before they are submitted. Distribute copy of student report cards to advisers each semester, notify advisers of the academic progress of students in their care and utilize this information in academic guidance. We will continue to implement these action plans from the AY 2016. Chapter Three: Students Issue 7: Actively disseminate information about faculty members’ research, teaching, and social contribution activities via the website. In addition, hold consecutive seminar series and demonstration lessons at School briefings and increase the number of participants. Issue 8: Examine current foreign students’ Japanese communication skills and clarify issues related to the execution of classes. Chapter Four: Faculty Issue 9: Gather information from full-time faculty members and their friends and acquaintances, and appoint an instructor in the AY 2017 or by the AY 2018 at the latest. Chapter Five: Supporting Staff and Infrastructure Issue 10: Revise the “Request Proposal for Improving the Facilities of the Business School,” which the School submitted to the University in the AY 2011 and request improvement of School facilities to coincide with the repair of Building J, which is due to begin in the AY 2018. Simultaneously, as a temporary measure until the repair work to Building J, examine the possibility of using new campus facilities other than Building J and use them if appropriate. Issue 11: Continue to press the University to provide additional administrative staff on weekday evenings. Examine the administrative duties related to PR activities and improve efficiency wherever possible. Consider expanding PR activities aimed at working students in coordination with other University offices handling PR activities for graduate schools, including the Admissions Office. (2) Action Plans for 2017 Issue 1: If external funds are secured, proceed with research in accordance with the plan. If it is not secured, establish another working team, revise research projects, and aim to secure external funds. Chapter Two: Educational Programs Issue 3: Consider revising the curriculum for the AY 2018 to resolve issues related to each course and the curriculum identified in the previous AY. Each faculty member prepares classes to resolve the issues related to each course he/she is in charge of. For this purpose, the Curriculum Committee will provide support in finding lecturers or guest speakers from local industries and preparing cases based on local companies.

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Issue 4: 1. Gather topics related to concrete actions for responsible management practice and enhance

themes and content for incorporating in classes. Specifically, we will expand knowledge of organizational actions that have recently attracted attention, including those related to CSR, CSV, gender equality, corruption prevention, and environmentally-oriented management. Simultaneously, we will conduct opinion exchanges on management principles and policy and systems for responsible management, such as the United Nations Global Compact and ISO 26000 (international standards for social responsibility). In addition, prepare for meetings in which the President of Nanzan University is also involved.

2. Review the system in which stakeholders recommend companies and organizations for Industry–Government–Academia Collaboration Project and consider solutions for any issues that arise.

Issue 5: The Curriculum Committee will collect students’ and instructors’ opinions about the timetable through a questionnaire survey and review and improve the timetable. Continue this process in the AY 2018. Chapter Three: Students Issue 7: Actively conduct PR activities using the website and electronic media channels such as SNS. Promote collaborative research with local economic organizations (chambers of commerce and industry, etc.) and address local issues in Industry−Government−Academia Collaboration project and Research Project. Issue 8: Organize concrete improvement measures for the screening method for foreign students. In addition, determine a new screening method and include information about it in the application guidebooks. Chapter Four: Faculty Issue 9: If a suitable candidate is not found in the previous AY, advertise the post publicly. Chapter Five: Supporting Staff and Infrastructure Issue 10: As in 2016, use new campus facilities other than Building J if appropriate. Issue 11: If it is still not possible to conduct sufficient PR activities despite these efforts, request the University to increase the number of staff or provide a budget for outsourcing. (3) Action Plans for 2018 Chapter One: Mission Statement Issue 1: Continue to proceed with research in accordance with the plan. Utilize the results obtained through research project activities in our education program. Chapter Two: Educational Programs Issue 3: Implement the revised curriculum, evaluate the degree to which it has improved, and make further revisions if necessary. Issue 4: 1. Incorporate the results of the past two years in classes and find a method of strengthening

their educational effects. Full-time faculty members will take turns in holding demonstration classes (or class observations), and we will collect useful comments and advice from participants. Have the President of Nanzan University conduct lectures on the theme “For Human Dignity” for students, graduates, and faculty members of the School.

2. Based on a review of the initiatives to date, Establish new practical courses or modify these current courses if necessary.

Chapter Three: Students Issue 7: Continue to actively conduct PR events using the website and electronic media channels

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such as SNS. In addition, actively utilize the results of collaborative research with local economic organizations, Industry–Government–Academic Collaboration Project, and Research Project in PR activities. Issue 8: Recruit foreign students under the new method of screening. In addition, screen students using the new method and further improve it if issues arise. PRT Comments: In the Improvement Issues, the SER recognizes that the most important issues are Issue 3 and Issue 4 as described below: Issue 3: Strengthen collaboration local industries and enhance education that responds to the needs of the Tokai region, which is the unique features of our Program. Issue 4: Enhance responsible management education that upholds the University’s motto “For human Dignity.” The SER also realizes that the most urgent issues are Issue 7 and Issue 8 as described below. Issue 7: Increase the number of applicants who fits the target student profile by strengthening collaboration with local industries and regional society. Issue 10: Improve facilities such as student study rooms and add some additional facilities to improve learning environment The action plans to improve the most urgent issue 7 are laid out as follows:

In 2016, disseminate information about faculty members’ research, teaching and social contributions via websites. Hold consecutive seminar series and demonstration lessens, etc..

In 2017, conduct PR activities using the website and electronic media channels. Promote collaborative research with local economic organizations and address local issues in Industry-Government –Academia Collaboration Project and Research Project.

The action plans to improve the most important issue 3 and issue 4 are laid out as follows: Issue 3: In 2016, the Curriculum Committee will collaborate with every faculty

member to evaluate the extent to which each course meets needs of industries in the Tokai region, and consider measures for improvement. In 2017, the School will consider revising curriculum for the AY 2018. The Curriculum Committee will support to find lecturers for local industries and to prepare cases based on local companies.

Issue 4: In 2016, 1) Promote acquisition of sharing of knowledge of business ethics among full-time members with different fields of expertise to promote responsible management education. 2) Call upon an official in charge of CSR at an enterprise as a member of the Advisory Board. Incorporate collaborations with local organizations into Industry-Government –Academia Collaboration Project. In 2017, 1) Gather topics related to concrete actions for responsible management education and enhance themes and content for incorporating in classes. 2) Review the system in which stakeholders recommend companies for Industry-Government–Academia Collaboration Project.