University evaluation systems were introduced in 2004 and ten years later, some challenges are emerging. One is the establishment of internal quality assurance system in universities and the other is universities’ performance measurement in relation to the current HE policy on university revolution. These challenges require decision making to be based more on ‘Institutional Research (IR)’ which enables analyzing universities’ education and research activities internally. However, Japan lacks a common database to be used for IR, similar to the Integrated Postsecondary Education Data System (IPEDS) of the US and the database of Higher Education Statistics Agency (HESA) in the UK. The new ‘University Portrait’ web site and its background data warehouse are currently being constructed by a consortium of some universities associations. Based on data analysis using the old database by NIAD-UE, it was recognized that data distribution of some indicators such as graduation rate and dropout rate are very different among disciplines. Database system must enable drill down analysis from university to departments and comparison within the same disciplines.

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　Effective human resource management (HRM) is critical for survival and growth of organizations. Recently, rational and scientific HRM seems to become more and more required while business and workplace globalize. In this paper, I will present the result of the effectiveness evaluation of a managerial training program in order to discuss the tasks and problems Japanese organization will face with in their realization of scientific HRM. In the later section, I will discuss the features of self- and other-evaluations as outcome measures of HRM programs including training programs, and the needs to understand the process and the dynamism of those programs leading to the final organizational outcomes. Finally, I will describe the general considerations for collecting better evaluation data of HRM programs and future possibilities of utilization of IT technologies in that effort.

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　Currently, qualitative transformation of education is required in the higher education of Japan. Development and evaluation of generic skills has become an issue. Building a model for pluralistic evaluation of such specialized education and generic skills are required. I will take a general survey of building a pluralistic evaluation model approach with PROG.

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　As educational reform in higher education has been preceded these years in Japan, improvement of the education based on concrete data derived from objective measurement besides GPA or Graduate papers has become a very important issue. This paper overviews why such measurement / assessment is required, as well as how to use the data to improve undergraduate education in curriculum level and a course level, using actual data from Benesse’s assessment product series.

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There are four characteristics that a learning community must have: (1) diversity of expertise among its members, (2) a shared objective of continually advancing the collective knowledge and skills, (3) an emphasis on learning how to learn, and (4) mechanisms for sharing what is learned [5]. To enhance the development of learning communities, we developed an ePortfolio recommendation system. The unique features of this system are as follows: 1. The system recommends excellent other students who have similar learning histories with the user, 2. The system searches diverse others as much as possible. Namely, the system recommends excellent other students with similar learning histories to the target user but dissimilar each other. Actual trial use of the system demonstrates that the system does indeed promote learning from others，and supports sustainability of learning and deeper robust acquisition of knowledge; not superficial learning based on memorization.

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　Massification of higher education is eminent throughout the world. The massification contributed on the one hand side to produce highly-skilled human resources for the society in mass. But on the other hand side, this transformation demanded that universities accept diverse set of students, in many cases also not ready for university-level education and in need of greater individual care. Since the massification also resulted in smaller resource per student, universities are asked to provide greater individual student care with less resource.
　Digital technologies such as online learning or learning analytics have emerged separate from the massification phenomena of higher education. But they are promising technologies to provide greater individual student care to large group of students in cost and time efficient way and with greater accuracy and timeliness.
　This paper discusses the issues which arose from the massification of higher education and the opportunities of digital technologies to meet those demands.

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