Implications of University Curriculum Accreditation Systems: A Case Study of Hanshin University Based on a Comparative Analysis with Five Leading Universities in Educational Innovation

Objectives The purpose of this study is to explore future developmental strategies for the accreditation system to enhance the quality management of the research university’s curriculum. To achieve this, the following research objectives have been established. First, this study aims to conduct a comparative analysis of the accreditation evaluation criteria of the research university and the comparison universities to derive relevant implications. Second, it seeks to examine and compare the accreditation systems of the research university and the comparison universities to explore their implications in the context of curriculum quality management. Methods A comparative analysis of the “curriculum accreditation evaluation criteria” and the “curriculum accreditation system” of the research university and the five comparison universities was conducted based on each institution's regulations, official websites, and relevant documents. Results First, in the initial stage of curriculum accreditation (development accreditation), the research university emphasizes planning and development (Plan) for curriculum redesign. In the second stage (performance accreditation), it establishes self-assessment criteria in the areas of implementation (Do), performance management (Check), and improvement and feedback (Act). The research university’s utilization of PDCA accreditation indicators aligns with the accreditation indicator application cases observed in three out of the five comparison universities that implement a “curriculum accreditation” system. Second, compared to the accreditation system of the research university, the accreditation systems of the comparison universities exhibit a greater potential for ensuring an organically integrated curriculum quality management process. This suggests that their university educational philosophies, learning objectives, and curriculum visions are clearly shared among faculty and administrative staff, resulting in a more coherent and systematic operation. Conclusions The following implications were derived as future developmental directions for the curriculum accreditation system of the research university: (1) comprehensive quality management of Liberal Arts, major, and extracurricular curricula, (2) emphasis on the process of educational quality management rather than accreditation evaluation outcomes, (3) decision-making and institutionalization at the university headquarters level, and (4) clear delineation of roles among organizational members.