Quality Standards 4.1 Instructors Management and Development
Quality Standards 4.1 Instructors Management and Development
Quality Standards Type Input
Quality Standards Description:
The management and development of instructors starts with a system for recruiting new instructors that defines their qualifications in harmony with the context, philosophy, and vision of institutions and programs. It must use suitable and transparent mechanisms for selecting instructors; furthermore, an instructor management system is required to establish policies and long-term plans to obtain instructors with the quantitative and qualitative attributes specified by curricular standards that are prescribed by the Office of the Higher Education Commission. A system to support and develop instructors is also essential, with a plan, funds, resources and activities that are carried out, along with supervising and improving the quality of instructors.
When reporting operations for this indicator, describe processes or show operational results covering at least the following issues:
4.1.1 Instructors Responsible for a Curriculum/Program of Studies Recruitment and Appointment Management.
4.1.2 Instructors Professional Development.
Assessment criteria
In evaluating a suitable scoring level, consider the big picture and overall operational results that enable a program to retain instructors with appropriate attributes, both in terms of educational qualifications and academic rank, and which are consistent with curricular standards on an ongoing basis. Instructors should also be encouraged to enhance their knowledge and capabilities in order to strengthen academic programs and students.
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
4.1.1 Instructors Responsible for a Curriculum/Program of Studies Recruitment and Appointment Management.
System and Mechanism:
The program has systematic process recruitment and it has clearly assigned the steps of recruiting lecturers. The steps include the following:
1. Announcement of teaching job vacancies in web job portals and through communication letters was done.
2. The lecturers’ qualifications are defined.
3. The applicants were requested to submit necessary documents to the HR Office.
4. The HR Office or the college appointment committee shortlisted the qualified applicants.
5. The HR Office prepared the roster of shortlisted qualified applicants to teach the said program.
6. There was notification for interview dates/ schedules among the shortlisted candidates.
7. The results of the interview were announced or the successful candidates were notified through email or phone call. The announcement date the faculty has assigned is on the 3 day after interview.
8. If the lecturer was found out that he/she did not pass the screening process based on the application assessment system due to unclear qualifications. The academic department’s information records should be sent to Personnel Department for not less than 15 working days.
9. When a lecturer passed the interview, contract signing follows only when he/she has more than 5 years of teaching experience and has the ability to do a research for at least once a year.
10. In selecting a new lecturer, the program director arranges in appointing a committee which includes the Dean as chairman, administrators who represents the faculty’s committees, the department’s qualified personnel, head of the department, 2 of the academic lecturer-representatives and the head of personnel acting as the meeting secretary.
Process and Assessment:
The Master of Education program has set the steps of course instructor or lecturer appointments as follows:
1. Checking the completeness of the qualifications, academic positions, the academic work outcomes and skills.
2. Submitting or proposing a name or a list to the faculty for submission to the Academic Council for approval.
3. Sending to the Faculty of Education once approved.
There has been a process developed for the examination of the qualification that would appoint qualified lecturers to meet the requirements in the first step. It was found out that when new teachers pass the interview, they should check relevant documents such as certificates of graduation. Teachers must have experience in teaching in higher education level. It should be fused to the right dimension, and then lead through the academic board and then finally with the approval of the college council.
Process Development
In 2021, the committees have reviewed the selection process and have updated the consideration process by clearly determining each of the examination criteria and arranged for Mark Form for each committee. The program added the criteria on the years of experience in the teaching profession, and the level of teaching competence through teaching demonstration. Every mark of each part of the examination has been brought to committees to summarize if the applicants were qualified or not before the announcement. In order to effectively develop the recruitment process, after the interview was conducted,
there was a deliberation of qualified candidates in order to determine the best one that fits the criteria and standards set.
Improvements/Developments integrated into the Process:
In order to further improve the process, the following remedies were incorporated:
1. The selection or appointing committee headed by the President, with the Deans or Vice Presidents as members, will convene and conduct planning for the process of selecting best candidates for future vacant teaching positions.
2. Revision of the recruitment flowchart must be done to better articulate the process.
3. Interview evaluation form must also be revised in order to test the desired criteria and competencies expected of the potential candidates to the desired teaching positions.
4.The faculty of Education has set up the new process to recruit new lecturer, especially new lecturer responsible for the program, by taking lecturer in the faculty of Education who are qualified to be lecturer responsible for the program to attend every meetings of curriculum to study and learn to manage curriculum. This process will solve the problem of taking times to search for new lecturer. In case of any lecturer responsible for the program has left the curriculum, the program is able to submit name to the faculty for approval within short period of time.
Results:
In Academic year 2021, one lecturer responsible for the program left the program in November 2021, the program can appointed one lecturer to fill in vacant position immediately.
4.1.2 Instructors Professional Development.
System and Mechanism
The curriculum has a system and management mechanisms on managing the teachers. The steps for the said process are as
follows:
1. Planning. In order to update their proficiency in teaching profession, the lecturers have to set up individual development plans (IDP) before the academic year2021 starts.
2. The program will review and approve their operation development plan.
3.. All instructors are required to attend Faculty orientation before the first semester starts. The orientation program was the first part of instructor’s management process. The orientation included revision of rules and regulations, teaching system, research and academic requirement, HR policies as well as Thai cultural aspect.
4. In addition to the development plan for lecturers, the program and the faculty were supervised by experienced lecturers. By the end of the academic year, each instructor was evaluated by the programs head, the dean of faculty and the Vice President for Academic Affairs.
The management and development of instructors must have a system to develop new and existing instructors. Long and operational term plan are essential to support and develop instructors on their quantitative and qualitative attributes. The program instructors are encouraged to participate in activities that enhance their knowledge.
The lecturers were also directed to formulate their annual professional development plan which composed of the following key
areas:
1. Development on Teaching and Learning process
2. Academic Rank Proposal
3. Research Development
4. Quality Assurance
5. Knowledge Management
Assessment of the process
The current system was appropriate for traditional classroom based teaching. However, due to situation brought by the pandemic, the classes went through online. Therefore, to adopt with the new system, a series of training sessions was needed to improve the virtual teaching ability of the instructors.
Implementation (Improvements/Developments integrated into the Process)
To strengthen the teaching skills and competence, the Faculty of Education together with the Academic Affairs Office and The Quality Assurance office organized several training sessions and KM programs where both administrators and instructors participated and exchange their ideas to improve the teaching and assessment method in the online classes.
Results:
The result was satisfactory and the improvement was clearly observed. Since there were training sessions conducted to improve the synchronous learning, the instructors received continuous improvement and faculty development through shared knowledge. The lecturers develop teaching communication channels through Google such as: class using teaching media room, evaluation and evaluation of learning with the Moodle, Google Classroom, and Google Meet system.
Following seminars and workshops were organized throughout the academic year:
- Online seminar in teaching and assessing online classes
- KM seminars
- Seminar-workshop in the Learning Management System
- Seminar-workshop in TQF 3, 4, 5, and 6 writing
- Seminar-workshop in Self-Assessment Report (TQF 7)
- Seminar-workshop for Academic Title
- In-service training on test construction cum test blueprint
- Training on updates in Thai Qualification Framework.
- Training on updates in new Quality Assessment Platforms : AUN-QA version 4.0 and EdPEx (2020-2023)
Evidence
| 4.1.1.1 | การบริหาร และพัฒนาอาจารย์ ผ่าน Google Classroom |
| 4.1.1.2 | การส่งเสริมอาจารย์ผู้รับผิดชอบหลักสูตร |
| Self-Assessment | Score |
| 4.1 | 4 |