The establishment of robust internal quality assurance (IQA) systems is increasingly recognized as a cornerstone of sustainable quality enhancement in higher education. While international frameworks emphasize the importance of IQA, specific practices that constitute effective systems remain diverse and context-dependent. In Japan, accreditation agencies regularly publish peer-reviewed evaluation reports, offering valuable insights into how IQA efforts are judged in practice. This study explores indicators that reflect the development and maturity of IQA systems by analyzing the linguistic features of evaluative comments in such reports.
We focused on the psychological underpinnings of evaluators' judgments, particularly the language used to describe good practices. Text data were extracted from accreditation reports issued by multiple certified agencies between FY2015 and FY2023, covering 240 accredited universities. Using morphological and frequency analysis, we identified commonly used terms and thematic clusters associated with positive evaluations. The analysis allowed us to derive a set of potential indicators reflecting effective IQA implementation.
Key findings include the repeated emphasis on (1) the use of third-party verification and external feedback, (2) systematic and continuous data collection for quality improvement, and (3) structured faculty development initiatives. Notably, variations in evaluative focus across agencies suggest that different institutional logics influence how IQA is interpreted and assessed.
These results contribute to understanding the cognitive criteria used by evaluators and highlight the implicit standards that guide judgment. By clarifying these indicators, the study offers practical tools for institutions seeking to enhance their IQA frameworks and align with external evaluation expectations. It also informs efforts to improve the consistency and transparency of accreditation practices, bridging applied psychological insights with policy and institutional development in higher education.