Explanatory Notes
The complete text of the Common Quality Assurance Standards is presented, along with explanatory notes for each standard.
Additionally, "Examples of Supporting Documents" are presented as reference materials for conducting program self‑assessment using these standards, illustrating the types of evidence or supplementary documents that can demonstrate that each standard is met.
Excerpted from the Explanatory Notes to the Common Quality Assurance Standards, published in March 2026.
Common Quality Assurance Standards
- Enhancing Quality Collaboration for Inter-University Exchanges in Asia -
A. Fundamental Principles
The inter-governmental scheme by China, Korea, and Japan has been successfully promoting inter-university exchanges with quality assurance since 2011. In expanding this scheme throughout Asia, the Higher Education Institution (hereafter HEI) endorses the following fundamental principles and undertakes to implement them accordingly:
- The HEI undertakes to further enhance the international competitiveness of Asian universities and promote educational and academic exchanges that will serve as the foundation for mutual understanding and long-term harmonious relations within the region. Additionally, in line with the scheme, which aims to create a higher education community based on an international network of universities in Asian countries aspiring toward the peaceful development of Asia, the HEI, together with partner institutions, contributes to the realization of these objectives as a member of this framework.
- The HEI guarantees to provide programs under the scheme to enhance quality higher education in Asia by responding flexibly to societal changes, while complying with the relevant laws and regulations of each higher education system, and establishing appropriate structures and various types of support to ensure the continuity of students' learning.
- The HEI offers essential information regarding the available programs for students, who are considered as primary stakeholders, to make informed choices. It provides education in accordance with the students' interests and concerns, following student-centered principles and ensuring academic rigor.
- The HEI respects in full the principles of equality, equity, inclusiveness, diversity, and openness to the society.
B. Standards
The HEI undertakes to ensure maintaining and continuing to implement these standards as a participating HEI in international collaborative academic programs in Asia.
- 1. Establishment and Sharing of Objectives
1.1 The HEI, with partner institutions, clearly defines the objectives of the program, the personality to be cultivated, and the expected learning outcomes in terms of students' knowledge, skills, and attitudes, and shares them among stakeholders. The HEI also considers the expected social impact of its programs upon setting objectives.
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| When a consortium develops and manages an inter-university exchange program, it is important that the participating institutions carefully define the program's objectives, the personality to be cultivated, and the expected learning outcomes, ensuring that these are shared among stakeholders. It is essential that expected learning outcomes be continuously recognized and prioritized within participating institutions throughout all stages of program implementation, including the review of assessment methods, sharing of results, curriculum design, student support, and internal quality assurance. The stakeholders referred to here primarily include students and faculty involved in the program, relevant institutional units, and partner institutions. They also encompass broader actors such as organizations and local communities related to the program. It is desirable that social impact of the program is also considered when setting objectives. | |
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- 2. Implementation Structure
2.1 The HEI has made an agreement among partner institutions in which the basic policies of the program, such as the program management system, responsibilities toward students, and expense sharing, are documented.
2.2 The HEI clearly states the operational structure of program implementation and relevant responsibilities as well as the support system provided by related organizations within the institution.
2.3 The HEI has established an educational management system in which faculty and staff members involved collaborate and implement the program effectively and sustainably.
2.4 The HEI appropriately establishes a program-coordinating function and maintains mechanisms for regular communication and coordination among partner institutions.
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| To ensure effective program management, it is essential that all participating institutions be actively engaged and appropriately share values and responsibilities. In addition, a well-designed implementation structure must be established. The basic policies of the program should be thoroughly discussed among the participating institutions and formalized through written agreements. Each institution is expected to develop a comprehensive support system in collaboration with relevant internal departments, alongside a clear operation and accountability framework, and to establish an academic structure that enables involved members to work together effectively. Furthermore, mechanisms for regular communication and coordination among partner institutions should be in place to address day-to-day issues collaboratively. In addition, securing faculty members with international proficiencies and substantial expertise is essential. Support measures and mechanisms that encourage faculty members' active participation should be established to ensure sustainable management of the program. |
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- 3. Curriculum
3.1 The HEI cooperates and collaborates with partner institutions to design a curriculum, including project advisory plans aligned with the program's objectives and expected learning outcomes.
3.2 The HEI ensures to provide its curricula based on the cooperation among faculty members of partner institutions. The HEI is prepared to utilize various teaching methods effectively, encompassing online and hybrid, in addition to face-to-face education.
3.3 The HEI provides detailed information on curricula and subjects such as course descriptions, language of instruction, lecture style, credits, student workload, expected learning outcomes, and grading methods. This information is included in the syllabus or other supplemental documents, while making the latest information available to students.
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| It is essential that the curriculum be designed based on the program's objectives and expected learning outcomes defined in 1.1, and that it be reliably delivered through cooperation among the participating institutions. It is also important to establish a framework that enables the effective use of flexible and diverse teaching methods to ensure continuity in student learning. Furthermore, it is critical that detailed information on the curriculum and courses be clearly stated in appropriate documents and that the latest information be made available to students. When providing information, timeliness and accessibility are also important considerations. |
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- 4. Student Acceptance
4.1 The HEIs jointly establish and implement policies for letting students join the program according to its objectives, with envisaged learning outcomes that students will obtain taken into consideration. The HEIs also endeavor to assure a balanced student mobility among partner institutions.
4.2 The HEI has clearly set up a process to let students join the program (including eligibility for application and recognition of qualifications) while paying attention to equity and transparency with the provision of accurate information for students' decision-making.
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| The participating institutions are required to jointly formulate and implement policies for student acceptance in accordance with the program's objectives and expected learning outcomes defined in 1.1. It is also expected to ensure balanced student mobility among the participating institutions. Furthermore, it is essential to establish clear processes for student acceptance while ensuring fairness and transparency, and to provide accurate and timely information that enables students to make informed decisions. |
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- 5. Student Support for Learning and Living
5.1 The HEI agrees among partner institutions on the necessary learning and living support for students, based on the objectives and characteristics of the program. In addition, the HEI disseminates details of each area of support in an explicit manner to both prospective and current students.
5.2 The HEI adequately provides the agreed learning support to students. Examples of learning support include an academic advising system such as the placement of teaching assistants, course guidance, language learning support, and sufficient research and learning environments through libraries, information technology, and laboratory facilities.
5.3 The HEI adequately provides the agreed living support for students. Examples of students' living support include financial support, accommodation support, medical support, orientations, counseling, interaction with local communities, and risk management.
5.4 The HEI encourages interactions among students and alumni within and outside the program.
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| Learning and living support for both incoming and outgoing students should be provided in various forms at each stage of an exchange program--before, during, and after participation. Therefore, it is essential that the participating institutions share and agree on what types of support are needed at each stage and ensure that they are appropriately implemented. For prospective and current participants, the details of each support measure should be presented in an explicit manner, with due consideration given to timeliness and accessibility. In addition, establishing ongoing student counseling services would also be beneficial. |
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- 6. Learning Outcomes
6.1 The HEI has appropriately established methods for measuring the learning outcomes as defined in 1.1 and shared the results of the measurements in a timely manner among partner institutions.
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| Participating institutions are required to establish appropriate methods for measuring students' learning outcomes (such as knowledge, skills, and attitudes) as defined in 1.1, and to share the measured outcome appropriately among participating institutions. It is desirable that learning outcomes be measured systematically in terms of both subject‑specific and generic competences. Establishing a consortium-level framework for measuring learning outcomes is highly desirable. Furthermore, accumulating and analyzing medium-to long-term data, such as monitoring the impact of learning outcomes on graduates' career paths and employability, is considered highly beneficial. |
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- 7. Credit Transfer and Degree Awarding
7.1 The HEI promotes mutual understanding of the credit system of each institution and has made agreements on credit transfer and recognition.
7.2 The HEIs have a collective understanding of each grading method and standard.
7.3 The HEI provides information, without any delay, to students and their home institutions on their academic records, such as credits and grades, in a transparent and explicit manner. The HEI properly manages the academic records of students based on mutual agreement among partner institutions.
7.4 In the case of degree-seeking programs, the HEI has established an appropriate review system, processes, and standards according to the types of degrees awarded. Particularly for joint degree and double degree programs, the HEIs have jointly arranged and properly managed the standards and assessment system based on mutual agreement according to the objectives of the program.
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| When developing a credit transfer framework, it is essential for participating institutions to understand credit systems, grading methods and standards of each institution, and formalize agreements on credit transfer and recognition among the participating institutions while paying attention to the content and level of education to be transferred. In order for students to fully benefit from the credit transfer system, it is important to clearly specify in advance the courses that are eligible for transfer. For example, creating and making available subject comparison tables for credit transfer would assist exchange students in selecting courses, enable faculty members to verify course equivalency during credit transfers, and enhance the overall transparency of the program. It is essential that students' academic records be provided to students and their home institutions in a transparent and explicit manner without any delay. In addition, participating institutions need to manage academic transcripts and related documents appropriately, based on mutual agreement. In the case of degree-seeking programs, it is necessary to establish degree conferral policies and review systems in accordance with the objectives of each program and ensure their proper implementation. |
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- 8. Continuous Quality Improvement
8.1 The HEI has developed an effective and continuous internal quality assurance system including the appointment of responsible bodies for implementation to promote the quality improvement of the program.
8.2 The HEI has established a mechanism that contributes to the improvement of educational management based on the information on students' learning outcomes obtained by the method described in 6.1.
8.3 The HEI has developed procedures for internal quality assurance to identify issues through regular meetings among partner institutions and feedback from students and other stakeholders, and consider measures for the improvement of program management.
8.4 The internal quality assurance system and procedures for the program jointly developed by the HEIs are functioning effectively.
8.5 The HEIs jointly plan to consider various measures, including financial schemes and the availability of adequate human resources, to ensure sustainable operation of the program.
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| To ensure the continuous improvement of the program, participating institutions should establish and effectively implement an internal quality assurance system and procedures, based on thorough consultation among institutions. Using information on student learning outcomes identified through the method described in 6.1, institutions should analyze the achievement of expected learning outcomes and identify areas for improvement through stakeholder feedback, including students. These processes should lead to ongoing enhancement of the program. Furthermore, to ensure the program's sustainability, strategies for securing financial and human resources should be developed collaboratively, and a long-term operational foundation should be established. |
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*＝Previously mentioned document
- [NOTE]
These Standards will be reviewed and revised as necessary every three to five years in response to the changing environment of higher education and inter-university student exchange.