Quality Standards 3.2 Student Support and development
Quality Standards 3.2 Student Support and development
Quality Standards Type Process
Description
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 program has a well- planned Advisor System. The Department has appointed the advisor
for the each major, each course, and each level. The duties and responsibilities of the Advisor are clearly mentioned in the Advisor’s 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 process can help in monitoring the performance of advisors and produce better outcomes of student advising. In the Academic Year 2021, there were some students who have hard time to cope with their research conducting and find it difficult to manage their time. Through the online feedback
mechanism being done about 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.
Implementation/Improvements:
There was an establishment of an Online Academic and Thesis Advising/Counseling via Google Classroom and Online PLC Room via Facebook. Induction seminar was conducted to prepare the students for their academic studies.
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 manual, intake forms and feedback forms were developed in order to implement more effectively 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 google 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.
- Use of Online KM-PLC Room via Facebook to strengthen the academic advising and counseling as well as thesis mentoring among master degree candidates.
Results:
There was satisfaction rate due to the intensified advisor-advisee system through the use of social media (LINE Group) and online academic platforms such as Google Classroom, Google Meet, and Online KM-PLC Room via Facebook.
3.2.2 Student Development Activities
System and Mechanism:
There is a system and mechanism for the development of academic skills and 21 century learning skills.
The development of students was based on the 21 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..
Implementation and Improvement
The MEd students participated in the Research seminar 2021. Graduate Diploma, Master of Education in Learning Management (MLM) and Master of Business Administration (MBA) students also participated in the forum.
M.Ed. Thesis 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.
M.Ed. Students also actively participated in the Graduate School Virtual Expo. They took part in the Seminar 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, America, UK, Canada, Singapore, etc.).
Results
There was a significant increase in the level of satisfaction on the implementation of student development activities and projects. Using PDCA, the report showed students’ feedback emphasizing knowledge, skills, and attitude. Collaboration and engagement between and among the graduate students from Faculty of Education (Grad.Dip., M.Ed, MLM) and Master of Business Administration (MBA) are evident. There were 2 graduates in 2021.
Evidence
| 3.2.1.1 | Online General Google Classroom for Advising/Counseling |
| 3.2.2.1 | Graduate School Festival and Virtual Expo |
| 3.2.2.2 | Community Development Project |
| 3.2.2.3 | Teaching Portfolios |
| Self-Assessment | Score |
| 3.2 | 4.00 |