Quality Standards 3.1 Student Admissions
Quality Standards 3.1 Student Admissions
Quality Standards Type Input
Description
A basic factor in the successful operation of a program of studies is the qualifications of students who are admitted into the program. Each curriculum has a philosophical concept in designing, and it is essential that student qualifications be set forth that are consistent with the nature of the curriculum. Student selection criteria must be transparent, clear, and in harmony with student qualifications specified in the curriculum. Tools, data, or methods are used to select students who are intellectually, physically, and emotionally ready and determined to learn, and who have adequate time to successfully complete the program of studies within the timeframe specified in the curriculum.
When reporting operations for this indicator, describe processes or show operational results covering at least the following issues:
3.1.1 Student admissions
3.1.2 Readiness Preparation before Study Commences
Assessment criteria
Assessment to determine the quality level consider the overall picture of the operations in 2 areas; student admissions and readiness preparation before study commences which will increase their readiness for studying in curriculum. Assessment level is a score between 0-5 as follows
| 0 |
– No system – No mechanism – No concept of overseeing, tracking, and improving – No information or evidence |
| 1 | – A system and mechanisms are in place – System and mechanisms are not put into practice, implemented |
| 2 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are no improvement/developments integrated into the process |
| 3 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are improvement/ developments integrated into the process from assessment results |
| 4 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are improvement/ developments integrated into the process from assessment results – There are concrete results from the improvements that can be clearly seen |
| 5 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are improvement/developments integrated into the process from assessment results – There are concrete results from the improvements that can be clearly seen – There are good practice with support evidence, assessment committee can clearly explain why these are good practice |
Operational Result
3.1.1 Student admissions
3.1 Student Admissions
3.1.1 Student Admissions (การรับนักศึกษา)
- System & Mechanism
The Bachelor of Education program in English has System and Mechanism in place on student admissions. It requires all student applicants to have a GPA of at least 2.5 on a scale of 4.0 from their high schools. The list of all applicants will be reviewed by admission office. They have to pass the interview test before being accepted to be in the program.
– All incoming freshmen students are required to take the college’s “ Diagnostic Test” to determine the level of each student.
( Kindly see attached System & Mechanism for students admission )
2. Evaluation & Results
From 2013-2016, the program struggles to attract more students to enroll in the program. This prompted the program to review and evaluate its recruitment process. The results of the evaluation showed that we lack of concrete motivation and network to recruit students to the program.
From 2017 to 2019, there was significant increase in the number of enrollment. This is due to our stronger commitment to improve the program. The program expanded its promotion by offering incentives to students, engaging the program instructors to the recruitment process and inviting current students to attend education exhibits conducted by the college in their home province to share their experiences and satisfaction with the program. We also have improved our Learning Support and invited the Marketing Team for an open- house for them to thoroughly understand the program. The welcome messages from our alumni also helped in attracting students in the Faculty.
However, the year 2020 when the pandemic hit the nation, expectedly there was a significant decrease in the number of enrollment despite the faculty’s effort.
3. Improvement Plan
After the significant decrease in the number of students, the program committee members regularly held a meeting to find ways on how to possibly increase the number of student for the following year. These are some the important things discussed:
- Ask testimonials from the graduates via video to motivate students enroll in the program.
2. strengthen our social media presence by promoting the program on social media
3. We are now offering 50% tuition fee discount with
a. catholic students
b. Students with GPA 3.0.
4. Offering incentive to students who can bring friends to enroll in the programs.
|
Admission Year |
No of Enrollment |
| 2015 |
15 |
|
2016 |
27 |
|
2017 |
36 |
|
2018 |
45 |
|
2019 |
42 |
|
2020 |
12 |
|
2021 |
9 |
|
2022 |
15 |
3.1.2 Readiness Preparation before Study Commences
For the past years, the program has successfully implemented program to prepare students before first semester starts
- System and Mechanism
a. All students must take the 10-week Intensive English Course before class commencement. The Intensive English Program (IEP) focuses on the four skills: Reading, Writing, Listening and Speaking.
b. Several co-curricular activities also take place to ensure each student readiness for college’s life such as STIC Summer English Festival, senior-junior meetings, etc.
c. The incoming freshmen students will attend 3 orientation Programs:
-The orientation before Intensive English.
-The college-wide orientation before the start of the academic year in June.
– The Faculty Orientation . For the year 2021 , additional program was established to further assist the freshmen students.
B. Evaluation Results & Improvement Plan
The evaluation of the system and process come from different sources:
-The result of the Intensive English Program, which is the preparation of the student, is evaluated through Midterm, Final Exam and Continuous assessment.
-The program also conducted pre- and post test to determine the students improvement throughout the preparation program for the activities . The results of the pre and post test show significant improvement in the level of students.
-To encourage freshmen students to do well in their studies, we asked videos from the seniors and alumni to give their juniors words of encouragement.
c. Best Practices
I believe the combination of our Intensive English Program & STIC Summer English Festival can be considered our best practice since it has been successfully running since 2007 or 15 years.
The evaluation results of the Intensive English program are always included in the next development plan. The results show that our preparation process before the academic year starts is very effective. The English skills of the student significantly increased. The program believes that the college’s preparation for new freshmen students is comparable in the National Level. 95% of the STIC students, around 99% of BED-English students come from remote provinces, so they come to the college with below average English skills
Evidence
| 3.1.1.1 | System & Mechanism on Student Admission and Preparation List of Freshmen Students |
| 3.1.1.2 | Freshmen Preparation Programs |
| Self-Assessment | Score |
| 3.1 | 4 |