Quality Standards 3.2 Student Support and development

Quality Standards 3.2 Student Support and development

Quality Standards 3.2                   Student Support and development

Quality Standards Type                Process


          In the first year of studies, a mechanism is required to develop basic knowledge or prepare students so that they will be ready to cheerfully learn at the higher education level with a low dropout rate. While they study, various activities to develop students’ knowledge and abilities should be provided – both in- and outside-of classes – along with activities to promote good citizenship and a sense of public awareness. A system to care for and provide academic advising (Bachelor, Master and Doctoral) should be established, along with a system to prevent and manage student risks, so that they will be able to successfully complete their studies within the timeframes specified in the curriculum. This includes supporting the dissemination of students’ academic work, providing learning opportunities to promote development of student potential, and supplying 21st century learning skills that meet international standards.

          Curriculum management performance that showed the quality of student will be based on ;      

          3.2.1 Academic Advising and Counseling

          3.2.2 Student Development Activities

Assessment criteria

In evaluating a suitable scoring level, consider the big picture and overall operational results of supporting students to gain essential skills for their future professions. 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

3.2.1 Academic Advising and Counseling

System and Mechanism:

The Graduate Diploma Program in Teaching Profession has a well-planned Advisor System. The Department has appointed an advisor for each major, each course, and each level. The duties and responsibilities of the Advisor are clearly mentioned in the Advisor Manual. The advisor system focuses on the moral and academic skills of the students. The Students are also encouraged to meet the Department Head regarding academic issues or for any personal advice.

Process and Evaluation:

The program developed the system by preparing the document to support counseling and advising activities. This new process can help in monitoring the performance of advisors and produce better outcomes for student advising. In the Academic Year of 2021, there were students who have a hard time coping with their studies and find it difficult to manage their time. Through the online feedback mechanism being done during counseling sessions, students were given the chance to share their problems about their studies and the program in general.

However, in the process, some minor problems arrived such as no fixed schedule being provided for the purpose, time constraints in the implementation, and the students’ unavailability to be involved in the counseling sessions.

Counseling Process Development

The program strengthened and improved the counseling process through the following key steps:

  1. The program director prepared the schedule for counseling or consulting sessions for each instructor and student.
  2. Having prepared the schedule, there was an orientation for instructors and students about the process of counseling as stated in the advisor’s manual.
  3. The program director is responsible for creating a Facebook/Line  Group Account for constant follow-up and monitoring of the advisor-advisee system. This social media platform facilitates sharing of knowledge and updates on school activities.
  4. There was a written report about what has transpired during the session.


       The program director had intensified the planning and implementation of the counseling sessions through the following:

  1. The program committee convened in order to plan for the counseling activities of the following year.
  2. Counseling manuals, intake forms, and feedback forms were developed in order to implement the counseling process.
  3. Evaluation reports were accomplished to monitor the progress and/or determine the strengths and weaknesses of the process.
  4. There was an establishment of an online general classroom for advising, counseling, and mentoring. Communication between the instructors and students after the class hours were strengthened.  
  5. General Google Classroom for academic advising was utilized in order to address students’ concerns in a timely manner.


There was a 100% passing/graduation rate due to the intensified advisor-advisee system through the use of social media (LINE Group), Online Knowledge Management (KM), and Professional Learning Community or E- KM/PLC and online academic platforms such as Google Classroom and Google Meet. An established Peer Mentoring and Buddy System were also highly evident which resulted in a very high satisfaction rating for three (3) consecutive years.

3.2.2 Student Development Activities

System and Mechanism:

There is a system and mechanism for the development of 21st-century learning skills.

The development of students should be based on the 21st-century learning skills, such as 1) core subjects; 2) life and career skills; 3) learning and innovation skills, and 4) information media and technology skills.

  1. Core Subjects:

The course focused on both theory and practice. In teaching, students have the opportunity to work collaboratively with the group. Every student had given the opportunity to apply the theory to practice. They had fruitful and meaningful experiences sharing with friends and supervised by experienced teachers.

  1. Life and Career Skills:

-Students were able to organize and facilitate the conduct of 3rd Education Expo and Research Forum and 1st Graduate School Virtual Expo.

  1. Moral and Ethics Development

– Students were involved in the Moral and Ethics Camp, together with the Bachelor of Education and Master of Education students.

  1. Academic Service to the Community

Graduate Diploma Students were tasked to do an individual Community Development Project where they have taught according to the learning and insights that they have gained from the Graduate Diploma courses.

-Education Day (Free Professional Development Seminar to a Partner-School in the Local Community.

  1. Promotion of Thai Culture and Environmental Preservation Activities

   – Students were involved in the conduct of the Wai Khru Ceremony of the Faculty of Education.

-Self-Actualization Day

  1. Learning and Innovation Skills: (Innovation and Creativity)

– Students were able to create their Individual Teaching Professional Internship Portfolio that showcased their learning and performance throughout the internship course. (Portfolio Evaluation System)

– Graduate Students were able to participate in the Faculty of Education Education Day and Expo (Showcasing of Course Projects/Outputs).

  1. Information, Media and Technology Skills:

-Utilization of the Google Classroom for Project Submission and Feedback

-Online Feedback Mechanism for Students’ Study Concerns and Issues

-100% of students were guided to create their own e-portfolios.

       One System and Process Evaluation

In all the development projects, the program reviewed the satisfaction level from last year and implemented the intervention processes for the academic year in order to achieve improvement.

Based from the survey conducted on students’ satisfaction, it was found out that the level of satisfaction was at the average of 4.55 which is higher from the last year which was 4.53. For the Graduate Diploma Program, the objectives of the student development projects should be clearly and specifically set for the development of the students’ skills in the teaching profession.

       Improvements made/Best Practice

-Used Google Classroom as platform for students to submit their course projects and practicum/internship portfolio output.

-Education Expo became the venue for students to showcase, present and share their work with fellow students and undergraduate students of the Faculty of Education.

Best Practices

The Graduate School students organized and participated in the Education Day, Expo, and Research Forum with the Theme: “21st Century Educators: Thriving in a Multicultural Environment.” They had their oral presentations of their action research papers in a public forum. Graduate Diploma, Master of Education in Learning Management (MLM), and Master of Business Administration (MBA) students also participated in the forum. 

Free Professional Development Seminar-Workshop was also given to teachers from Christasongkroh School to provide academic service to the local community. 

Research Writing Seminar/ Lecture Series was also conducted to upgrade the research capabilities and skills of graduate school students. Students from other graduate degree programs such as Grad. Dip., MLM, and MBA participated also in the seminar-workshop series. The theme for last year was “Elevating Education Quality through Enhancing Research Capability.” Webinars on Writing High-Quality Research Proposals and Organizing Literature Reviews and Proper Referencing were conducted via Google Meet to further guide and assist thesis writers.

Graduate students also actively participated in the Graduate School Festival and Virtual Expo. They took part in the Seminar on Digital Technology for Education, particularly Artificial Intelligence and Its Role and Impact on Education in the New Normal, along with the Graduate Diploma, M.Ed. Learning Management, and teachers, educators, and school administrators from other schools and universities in Thailand and other parts of the world (Asia-Pacific, Europe, Australia, USA, UK, Canada, Singapore, etc.). There were a total of around 300 participants from Thailand and different parts of the world who joined via Facebook Live Streaming.


There was a significant increase in the level of satisfaction with the implementation of student development activities and projects from 4.53 last year to 4.55. Using PDCA, the report showed students’ feedback emphasizing knowledge, skills, and attitude. Collaboration and engagement between and among the graduate students from the Faculty of Education (Grad.Dip., M.Ed, MLM) and Master of Business Administration (MBA) are evident. There is a significant increasing trend from Academic Years 2019 to 2021.

-Students had given a high satisfaction rating to the different activities conducted for the academic year. Students were able to present and showcase their academic work/output. Collaboration and cooperation with other basic education and higher education institutions were strongly evident. This resulted in a collaborative partnership and benchmarking with Srinakharinwirot University (SWU).

Evidence General Google Classroom
for Advising/Counseling on Graduation Rate School Festival and
Virtual Expo Development Project Portfolios
Self-Assessment Score

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