This article overviews the history, present situation and problems of campus-wide faculty development programs in Japanese institutes of higher education. Japanese universities have started to introduce faculty development in 1990s, whereas the definition of faculty development differs among institutes and researchers. Ehime University categorized the faculty development into three levels, namely micro-level for individual faculties, middle-level for curricula and macro-level for institutes. Many institutes furnish various programs to their own faculties, in some cases to those outside the institutes. It is a problem for Japanese faculty development how its outcome and effects on students’ learning should be measured objectively with the aid of institutional researches.