School of International Corporate Strategy Hitotsubashi University Business School Hitotsubashi University, Japan

I. Accreditation Comprehensive Review Result

1. Accreditation Review Result

ABEST21 International Accreditation Result of School of International Corporate Strategy, Hitotsubashi University Business School, Hitotsubashi University, Tokyo, Japan is as follows:

“ABEST21 International certifies that the School’s educational and research activities satisfy all or most accreditation standards. The School’s Kaizen plans are excellent, and quality maintenance and improvement of education and research are very promising and excellent.
Accreditation commences April 1, 2024 for a five-year period.”

2. Comprehensive Review

The School has done an excellent job of ensuring that its activities are aligned with the University’s vision and mission. The School’s accreditation by ABEST21 in 2009 and reaccreditations in 2014 and 2019, initial accreditation by AACSB in 2021 and ABEST21 Kaizen Award granted to the School in 2022 are testimonials of its commitment to ensure that the needs of its MBA students are met via high quality, continuous improvement and excellence in education. Generally, the School has successfully met most of the criteria in Chapters One, Two, Three, Four, Five and Six. The School demonstrates an exceptional commitment to maintaining and advancing its quality in pursuit of its vision and mission. It effectively identifies areas requiring improvement and maintains an open-minded approach, actively seeking and embracing feedback and suggestions as part of its continuous improvement process.

The School shows an excellent process in maintaining its quality to achieve its vision and mission.

3. Compatibility with the ABEST21 Standards

Chapter One: Internal Quality Assurance and Management

  • Standard 1: Academic Unit Management
  • Standard 2: Governance System
  • Standard 3: Self-Check/Self-Evaluation
  • Standard 4: Staff-Development

The School has devised a good internal quality assurance and management system. This is confirmed by the initial AACSB accreditation that the School received in 2021, the accreditation granted by ABEST21 in 2009 and then in 2014 and 2019, and the ABEST21 Kaizen Award granted in 2022.

Standard 1: Academic Unit Management

  • C-01 The School has satisfactorily met this criterion.
  • C-02 The School has satisfactorily met this criterion.
  • C-03 The School has satisfactorily met this criterion.

Standard 2: Governance

  • C-04 The School has satisfactorily met this criterion.
  • C-05 The School has satisfactorily met this criterion.
  • C-06 The School has satisfactorily met this criterion.

Standard 3: Self-Check/Self-Evaluation

  • C-07 The School has satisfactorily met this criterion.
  • C-08 The School has satisfactorily met this criterion.
  • C-09 The School has satisfactorily met this criterion.
  • C-10 The School has satisfactorily met this criterion.

Standard 4: Staff Development

  • C-11 The School has satisfactorily met this criterion.
  • C-12 The School has satisfactorily met this criterion.
  • C-13 The School has satisfactorily met this criterion.
  • C-14 The School has satisfactorily met this criterion.

The School has strong internal quality assurance systems and management processes. Being part of HUB adds a layer of external quality assurance, ensuring robust quality checks both within ICS and across the HUB network.

The School’s Feedback:

We appreciate PRT’s recognition of our internal quality assurance and management system.

PRT Response:

No further comments.

Chapter Two: Mission Statement

  • Standard 5: Mission Statement
  • Standard 6: Financial Strategies

Standard 5: Mission Statement

  • C-15 The School has satisfactorily met this criterion.
  • C-16 The School has satisfactorily met this criterion.
  • C-17 The School has satisfactorily met this criterion.
  • C-18 The School has satisfactorily met this criterion.

Standard 6: Financial Strategies

  • C-19 The School has satisfactorily met this criterion.
  • C-20 The School has satisfactorily met this criterion.
  • C-21 This criterion has been partially met. Despite the financial strategies established by ICS, however, during the online interview it was found that for the past three years (2019 to 2022), there has been a downward trend in its revenue. One of ICS’s main sources of revenue is the tuition fees of the students. In addition, with certain policy constraints imposed by MEXT and the University, the School faces challenges to implement its financial strategies effectively.

The School’s mission statement is a clear and distinct expression of its purpose, in perfect alignment with the missions of HUB and the University. This harmonious mission not only sets the School apart from other business schools in Japan but also positions it uniquely on the global stage. The mission is to embrace complexity and attain the ‘Best of Two Worlds.’ The School acts as a bridge, connecting Japan to Asia and the global stage.

The School has a unique and clear mission statement. This differentiates its position from other business schools.

Being financially sustainable and stable is crucial for the survival of the School and therefore alternative financial initiatives are required.

The School’s Feedback:

We believe we satisfy C21.
It is true that we experienced a decline in income and had to withdraw from the reserves. However, C21 does not request that we avoid any declines in income, which are sometimes unavoidable. In our long-term plan we prepared for such shortfalls. Therefore, we have sufficient reserves to support our activities and realize our mission statement. During the years in which we reported declines in income, we reduced expenditures (as outlined in our annual short-term plan). Specifically, we reduced expenditures that have a low impact on our performance, and carefully limited the deficit to a manageable amount. It is true that we are not able to increase the number of students and raise the cost of tuition, but our plan is to expand our sources of income. These constraints do not create any new challenges.

PRT Response:

No further comments.

Chapter Three: Curriculum

  • Standard 7: Learning Goals
  • Standard 8: Curriculum Policy and Management of Curriculum
  • Standard 9: Quality Improvement of Curriculum
  • Standard 10: Online Education
  • Standard 11: Diploma Policy and Learning Outcomes
  • Standard 12: Globalization of Curriculum

Standard 7: Learning Goals

  • C-22 The School has satisfactorily met this criterion.
  • C-23 The School has satisfactorily met this criterion.
  • C-24 The School has satisfactorily met this criterion.

Standard 8: Curriculum Policy and Management of Curriculum

  • C-25 The School has satisfactorily met this criterion.
  • C-26 The School has satisfactorily met this criterion.
  • C-27 The School has satisfactorily met this criterion.
  • C-28 The School has satisfactorily met this criterion.
  • C-29 The School has satisfactorily met this criterion.

Standard 9: Quality Improvement of Curriculum

  • C-30 The School has satisfactorily met this criterion.
  • C-31 The School has satisfactorily met this criterion.
  • C-32 The School has satisfactorily met this criterion.
  • C-33 The School has satisfactorily met this criterion.
  • C-34 The School has satisfactorily met this criterion.

Standard 10: Online Education

  • C-35 The School has satisfactorily met this criterion.
  • C-36 The School has satisfactorily met this criterion.
  • C-37 The School has satisfactorily met this criterion.
  • C-38 The School has satisfactorily met this criterion.

Standard 11: Diploma Policy and Learning Outcomes

  • C-39 The School has satisfactorily met this criterion.
  • C-40 The School has satisfactorily met this criterion.
  • C-41 The School has satisfactorily met this criterion.

Standard 12: Globalization of Curriculum

  • C-42 The School has satisfactorily met this criterion.
  • C-43 The School has satisfactorily met this criterion.
  • C-44 The School has satisfactorily met this criterion.

The School continually refines its curriculum to ensure alignment with its mission statement and evolving external dynamics. Additionally, it strives to provide students with increased opportunities to choose elective courses, fostering collaboration within the HUB network and other schools at the university.

Curriculum development and improvement are continuously conducted to maintain their quality and to be in line with the mission statement and the external environment.

The School’s Feedback:

We appreciate PRT’s recognition of our system for continuously improving our curriculum.

PRT Response:

No further comments.

Chapter Four: Students

  • Standard 13: Admission Policy and Student Selection
  • Standard 14: Student Encouragement and Support
  • Standard 15: Student Body Diversity

Standard 13: Admission Policy and Student Selection

  • C-45 The School has satisfactorily met this criterion.
  • C-46 The School has satisfactorily met this criterion.
  • C-47 The School has satisfactorily met this criterion.
  • C-48 The School has satisfactorily met this criterion.
  • C-49 The School has satisfactorily met this criterion.

Standard 14: Student Encouragement and Support

  • C-50 The School has satisfactorily met this criterion.
  • C-51 The School has satisfactorily met this criterion.
  • C-52 The School has satisfactorily met this criterion.
  • C-53 The School has satisfactorily met this criterion.
  • C-54 The School has satisfactorily met this criterion.

Standard 15: Student Body Diversity

  • C-55 The School has satisfactorily met this criterion.
  • C-56 The School has satisfactorily met this criterion.
  • C-57 The School has satisfactorily met this criterion.
  • C-58 The School has satisfactorily met this criterion.

The School places a strong emphasis on meticulously selecting students who meet its stringent criteria. After admission, the School provides comprehensive support, both academically and non-academically, to create a conductive and enriching learning environment for all students. Indeed, maintaining a balanced proportion of Japanese and international students is essential to cultivating and sustaining diversity within the School community. This balance enriches the learning experience, fosters cross-cultural understanding, and prepares students for a globally interconnected world.

The School is very focused on selecting students that meet their requirements and provides all the support academically or non-academically so that they can have a good learning environment.

The School’s Feedback:

We appreciate PRT’s recognition of our systems for admission, engagement and support, and our commitment to creating a diverse student body.

PRT Response:

No further comments.

Chapter Five: Faculty

  • Standard 16: Faculty Structure
  • Standard 17: Faculty Qualifications
  • Standard 18: Maintenance of Education and Research Environment
  • Standard 19: Faculty Development
  • Standard 20: Faculty Diversity

Standard 16: Faculty Structure

  • C-59 The School has satisfactorily met this criterion.
  • C-60 This criterion is partially met. The School has difficulty in getting an adequate number of practically qualified faculty members. The reason for this is due to the unattractive hiring policy of the professional faculty members that restricts the School to hiring them for only 3 years.
  • C-61 The School has satisfactorily met this criterion.
  • C-62 The School has satisfactorily met this criterion.

Standard 17: Faculty Qualifications

  • C-63 The School has satisfactorily met this criterion.
  • C-64 The School has satisfactorily met this criterion for the faculty members.
  • C-65 The School has satisfactorily met this criterion.

Standard 18: Maintenance of Education and Research Environment

  • C-68 The School has satisfactorily met this criterion.
  • C-69 The School has satisfactorily met this criterion.
  • C-70 The School has satisfactorily met this criterion.
  • C-71 The School has satisfactorily met this criterion.
  • C-72 The School has satisfactorily met this criterion.

Standard 19: Faculty Development

  • C-73 The School has satisfactorily met this criterion.
  • C-74 The School has satisfactorily met this criterion.
  • C-75 The School has satisfactorily met this criterion.

Standard 20: Faculty Diversity

  • C-76 The School has satisfactorily met this criterion.
  • C-77 The School has satisfactorily met this criterion.
  • C-78 The School has satisfactorily met this criterion.

The School places a significant emphasis on the significance of having a faculty composed of high-quality, diverse members. It has instituted comprehensive systems and support mechanisms to cultivate an environment conducive to both effective teaching and cutting-edge research, enabling faculty members to elevate the quality of their teaching and attain greater accomplishments. Acknowledging the constraints of its national university status, which may limit its ability to compete on salary alone, the School has creatively devised non-monetary incentives and alternative means to attract and retain potential faculty members, ensuring that it can tap into a global talent pool despite financial constraints.

The School understands the importance of supporting its faculty members. Support is provided to create a good teaching and research environment so that faculty member can develop their teaching and research and reach higher achievement.

Nevertheless, the School needs to reexamine the recruitment process of the professional faculty members as well as its administrative staff as most of them are on a contractual basis. The current exercise is not productive and economical for the School.

The School’s Feedback:

We believe that we satisfy C60.
We have enough practically qualified faculty members. Six out of 14 participating professors are considered “practically qualified faculty members” (Table 16-2-1, 17-3-1). Among the six, only one Specially Appointed Professor (participating faculty) has a limited term, five-year contract. Even after excluding this faculty member, we meet the MEXT requirement of having one third of the faculty with a practitioner background (which would be five).

We believe we meet C64.
We would like to humbly ask the PRT to remove the C64 comment. The C64 is about faculty members’ recruitment and promotion. C64 does not include issues regarding the recruitment and development of the admin staff.

PRT Response:

Based on the response given by the School, PRT revised the comment for C60 to “The School has satisfactorily met this criterion”.

As for C64, PRT has taken out the part related to administrative staff and has put this issue under “Matters to be noted”

Chapter Six : Educational Infrastructure

  • Standard 21: Maintenance of Educational Infrastructure
  • Standard 22: Globalization of Educational Infrastructure

Standard 21: Maintenance of Educational Infrastructure

  • C-79 The School has satisfactorily met this criterion.
  • C-80 The School has satisfactorily met this criterion.
  • C-81 The School has satisfactorily met this criterion.
  • C-82 The School has satisfactorily met this criterion.

Standard 22: Globalization of Educational Infrastructure

  • C-83 The School has satisfactorily met this criterion.
  • C-84 The School has satisfactorily met this criterion.
  • C-85 The School has satisfactorily met this criterion.

However, it is recommended that the School further improves on C84 and C85. Since the School emphasizes accepting students from around the world with diverse cultural backgrounds, it should foresee that in the future the bulk of its potential students could be coming from Middle East Region. It would be ideal if the School could meet the diverse cultural needs of these students in terms of different food and lifestyle preferences and appropriate religious facilities, like a specific praying room. The School ensures a robust educational infrastructure catering not only to students but also to faculty and staff. Exceptional facilities, shared with other programs at the Chiyoda campus and access to those at the Kunitachi Main Campus, create a comprehensive, convenient environment conducive to effective learning and research for all stakeholders. The School provides a good educational infrastructure not only for the students but also for the faculty members and its staff. Globalization of educational infrastructure entails accommodating different food and lifestyle traditions as well as providing appropriate religious facilities for potential students coming from the Middle East region.

The School’s Feedback:

Thank you for your suggestions. We have already reopened our prayer room, which the students are currently using. Also, we sent a request to the institution that manages the cafeteria in our building about including vegetarian options and Halal food in the menu.

PRT Response:

No further comments.

4. Good Practice in the School’s/Faculty’s Programs

Title: “Global Exchange Opportunities and Internships”

Reason: This is very in line with the Schools’ mission, which is embracing complexity and achieving the ‘Best of Two Worlds’ by acting as a bridge linking Japan to Asia and the globe, and as an international center of excellence for the creation, management and dissemination of knowledge. This program provides students with global exposure from other countries and also industry exposure.

5. Matters to be improved

Matters that the School need to focus on are:

  • Stabilize financial resources needed to meet new challenges and sustain Hitotsubashi ICS’s world-class, innovative academic programs, teaching and research.
  • Reexamine or renegotiate the hiring policy of professional staff/administrative staff. The PRT found that the recruitment process is not fair for the administrative staff. Most of the ICS’s administrative staff appears to be hired on a contractual basis, that is, 3 to 5 years. This is not productive and economical for ICS since the School needs to retrain new administrative staff to be familiarized with the system and process when the existing administrative staff contract expires. In addition, the hiring process would be also tedious since the new administrative staff needs to be proficient in English. Besides, since the staff members are employed on a contractual basis, they are not able to internalize the vision and mission of the School as well as the university.
  • Refine further the criteria for the three-track path model particularly related to the research track.
    • Financial Sustainability: To ensure financial sustainability, the School must devise precise and measurable strategies. One approach is to expand executive education programs globally, leveraging industry connections to generate revenue. Additionally, actively pursuing external funding sources, such as research grants and partnerships with corporations, can supplement the budget and support growth initiatives.
    • Recruitment of Top Talent: The School’s national university status presents recruitment challenges. Innovative solutions like endowed chair professorships can attract world-class talent. These positions offer prestigious academic roles, enhanced research resources, and competitive salaries, making them appealing to renowned scholars and educators globally.
    • Elective Course Expansion: To provide students with more elective options, the School can leverage its external network within the HUB and collaborate with other schools at Hitotsubashi University. This approach can enrich the curriculum, offering diverse courses from various disciplines, enhancing students’ educational experience, and fostering interdisciplinary learning.

As already mentioned in the improvement issue, there are some strategic issues that need to be addressed by the School.

The School’s Feedback:

Thank you very much for your suggestions.
“Professional staff” and “administrative staff” are the same. Please combine them into one.
As for the ideas about ways to increase revenue, we completely agree with each of these suggestions.
As for the endowed chair professorship, we already created a few. We can provide enhanced research resources, but the remuneration they receive must adhere to the national university’s pay scheme.
Allowing students to take the elective courses offered by HUB and other schools within Hitotsubashi University is technically possible. However, this would be challenging, because the courses are offered offline and there is a considerable physical distance between these campuses. Another reason is that there are not many courses offered in English. Some of the second year MBA students enroll in the courses offered by HUB if they are comfortable receiving instruction in Japanese language.
If more courses were to be offered online in English, this option would become attractive. Instead, we decided to collaborate with other business schools outside of Japan by offering online courses.
Again, we appreciate PRT’s suggestions.

PRT Response:

No further comments.

6. Peer Review Schedule

ABEST21 assessed the School’s ABEST21 Management Accreditation by conducting substantial assessment on “Self-Check/Self-Evaluation Report (SCR)” by the Desk Review and the online Peer Review Visit according to the Review Schedule below.

  • Jun.28, 2022 : Acceptance of the “QIS”
  • Sep.01, 2022 : Online Interview
  • Nov.24, 2022 : Ratification of the “QIS” by the Peer Review Committee
  • Jun.27, 2023 : Acceptance of the “SCR”
  • Sep.13 and 14, 2023 : Online Peer Review Visit
  • Oct.11, 2023 : Informal Announcement of the Draft of the PRT Review Report
  • Oct.11-Nov.15, 2023 : Coordination of opinions between the PRT and the School
  • Nov.28-29, 2023 : Ratification of the “PRT Review Report”
  • Jan.16, 2024 : Recommendation of the Accreditation Committee
  • Feb.21, 2024 : Ratification of the ABEST21 Accreditation by the Board of Trustees