Indicator 2.1. Expected Learning Outcomes
For criteria 6 and 7, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards.
| Score 1 | Score 2 | Score 3 | Score 4 | Score 5 |
| Has action 1 item | Has action 2 item | Has action 3-4 item | Has action 5-6 item | Has action 7 item |
AUN-QA based criteria
For AUN-QA, criteria 1 to 5 are assessed at 7 levels.
Operational Result
1. Expected learning outcomes are formulated and communicated
STIC courses comply with international standards and are taught primarily in English by multicultural staff. If students love to travel, study abroad and exchange programs STIC can send a student overseas to study at one of its partner institutions. The student’s study will be fully accredited to the STIC degree. This is by its vision, mission, objectives and quality policy. (Evidence 5 : University/Faculty/Program website)
STIC has five different faculties. One of the faculties is the Faculty of Business Administration. The FBA is an integral part of a learning organization that adopts quality assurances, cultural knowledge and wisdom in conjunction with international collaborations, and a university network to produce successful graduates who are highly prized by national and global professions.
The Faculty of Business Administration is internationally recognized for its world-class programs offered in a congenial and research environment. As an active and integral part of a learning organization, the faculty strives to develop business management and service professionals with core competencies, learning attitudes, strong leadership, moral values, professional ethics and concern for social responsibility. Programs are organized and directed by our highly qualified faculty that is specialized in business administration, aviation and services of globalized corporations.
The Faculty of Business Administration consists of 7 Undergraduate programs and 1 Graduate program. One of the programs underlying it is Airline Business Program.( Evidence 1: Program and Course Specification TQF2) The Airline Business program aims to produce first-class graduates in the field of airline business. The students will experience an international learning environment as all courses are conducted in the English language. Friendly facilities such as simulated cabin mock-ups together with courses directed by experienced airline experts and academic professionals, shall prepare students for the career challenges ahead.
The learning outcomes of the BBA-AB program (latest revised and used from 2020) are divided into 5 groups namely Moral and Ethics, Knowledge, Cognitive skills, Interpersonal skills and Responsibility, and Numerical and Information Communication skills. (Evidence 3: Skills Matrix) The program LOs are derived based on the institutional vision and mission as well as the general description of learning outcomes given by the Commission on Higher Education, the Ministry of Education, as follows.
VISION
St Theresa International College (STIC) aims to be established and recognized as a leading university in terms of specialized and professional education programs and research contributions that will enable the graduates to have successful careers and quality of life.
MISSION
1. Produce graduates with high academic achievement and English language proficiency.
2. Develop research and academic works that are acknowledged and recognized nationally and internationally.
3. Establish the center of professional development in Education, Health and English Language Competency.
4. Preserve Thai and International arts and culture to form a coexisting multicultural society.
5. Employ an administrative system that achieves excellence in organizational management.
Table 1.1 Airline Business Program Learning Outcomes
| Learning Outcomes | Alignment of the Learning Outcomes to the Vision and Mission of the College |
| Group 1 Moral and Ethics skills | |
| E1 Personal integrity: resolve conflicts into ethical or moral choices | The College wants the graduates to be trustworthy and use moral and ethical rationale in making a choice of action as one encounters conflicts or issues in work or life. [R1. Vision and Mission statements of the university.] |
| E2 Professional ethics: show self-consistency between moral & ethical belief and behavior | The College wants the graduates to be professionally competent a anchored with moral and ethical principles in dealing with real-life and workplace situations , thus displaying self-consistency doing the right things. [R1. Vision and Mission statements of the university.] |
| E3 Fellowship of society: show self responsibility, membership roles, leadership & volunteer for social development | The college wants the graduates to be socially responsible, possess good leadership and be able to carry out volunteerism to help the marginalized group in society for a better way of life. [R1. Vision and Mission statements of the university.] |
| E4 Self actualization to discipline: show consistency between self discipline and good social standards | The college wants the graduates to exhibit good discipline, consistent in dealing with members of the society in polite way and observe ethical standards. [R1. Vision and Mission statements of the university.] |
| Group 2 Knowledge skills | |
| K1 Professional knowledge: articulate business theories & practices that are systematic, global and up-to-date | The college wants the graduates to demonstrate professional knowledge through applying business theories and concepts, adapt best practices that will help the organization, and get updated with local and global up-to-date business information in English language. [R1. Vision and Mission statements of the university.] |
| K2 Application knowledge: derive knowledge from application of business concepts to other relevant subjects | The college wants the graduates to possess and apply basic business knowledge such as Principles of Economics, Marketing, Law. Computer Application, Basic Statistics, and Passenger seat Reservation at a good or high level. [R1. Vision and Mission statements of the university.] |
| K3 Research know-how: show procedural knowledge in research for professional & knowledge advancement | The college wants the graduates to possess sufficient knowledge and understanding about research principles, learn important issues in the Aviation business, conduct business research ,analyze with the use of statistical tools, and use the findings to solve problems. In addition, the company is able to build on the concept of business innovation. [R1. Vision and Mission statements of the university.] |
| Group 3 Cognitive skills | |
| C1 Problem solving: analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately | The college wants the graduates to possess and demonstrate problem-solving skills in various professional disciplines related to Airline/Aviation Business, thus able to give or find a solution on how to settle the dispute at its best in most logical and reasonable way. [R1. Vision and Mission statements of the university.] |
| C2 Knowledge application: apply theoretical & practical knowledge appropriately in field work, practicum or actual jobs | The college wants the graduates to apply the theorical and practical knowledge learned in the program such as Accounting, Business Finance and Taxation and other courses to analyze, business management in both ground services and in-flight services [R1. Vision and Mission statements of the university.] |
| C3 Professional/personal development: apply business or technical innovation to enhance professional skills & effectiveness | The college wants the graduate to prepare or be ready and possess enough business knowledge and skills to do a job, perform business innovation, have a good personality and be responsible for working efficiently. Possess sufficient knowledge and skill for further study in the future. [R1. Vision and Mission statements of the university.] |
| Group 4 Inter/Intrapersonal skills | The college wants the graduate demonstrate English usage skills at a standard level, with people of diverse culture, possess good leadership and service mindedness, collaborate or work well with other people. [R1. Vision and Mission statements of the university.] |
| Group 5 Numerical. Information and Technological skills | The college wants the graduate to demonstrate these literacies at a standard level, by helping the organization interpret data, use updated software for operations, adapt advanced technologies or technical-know how and be ready to work in local and global settings. [R1. Vision and Mission statements of the university.] |
2. Designed expected learning outcomes are appropriate with the learning management
According to the TQF information system, the selected PLOs are assigned to the course as major LOs. The major LO means that it must be assessed and reported in terms of the student performance or achievement at the conclusion of the course.
The course learning outcomes (CLO) can be designed and aligned at the program level or university-wide level, They can also operate at a more granular scale within an individual course or subject. Typically full-time or part-time lecturer divide their courses into smaller units such as modules or weekly topic, and many lecturers establish learning outcomes for these smaller units that map onto the larger course-level outcomes. As a general rule, as the level of analysis becomes smaller, from course to module to assignment, the learning outcomes tend to be more specific and easily quantifiable or it is measurable.
It is understood that program learning outcomes are common to all programs in all types of schools. Outcomes are utilized on many scales, from designing/developing curriculum for a program of study to creating lessons for a single class activity. At the highest level, learning outcomes can be established at the university level. In addition, we can claim that course learning outcomes has to be crafted from the program learning outcomes and write them into specific statements of what students will be able to do (Progressivism Philosophy in Education) when they successfully complete a learning experience (whether it’s a project, course or program). They are always written in a student-centered, quantifiable/measurable fashion that is concise, meaningful, and attainable.
A learning outcome is a clear and specific statement that identifies what learners must demonstrate at the level and standard required to successfully pass their study at program and course levels. When a program is using the constructive alignment approach to curriculum design, one basic activity is to choose and develop learning activities that are aligned with intended learning outcomes. That is, they are: likely to lead to learners achieving the specified learning outcomes for a particular teaching session, course or program and practical and appropriate to use within your current context and with available resources in the program.
The moment you have captured about how the course learning activities can provide learners with chances to elevate through these levels, the course might want to change the measurable assessment words that form the basis of its learning outcomes.
The steps of aligning learning activities, learning outcomes and assessment with the course and program goals is termed “curriculum mapping”. At the program level, these three elements are linked with the enhancement of the program’s stated goals or quality of graduates.
Even a lecturer can map individual courses, it is most useful if he/she conducts course design and mapping as part of a whole-of-program review and revision process. To begin this process, faculties or schools translate university-wide attributes into a set of discipline-specific program goals.
Upon mapping individual courses, the lecturer can tabulate and analyse the results and map the desired skills, knowledge and attributes across the whole program. In comparison to course mapping, program mapping can showcase gaps and areas of too much focus. One will be able to see whether the program currently incorporates all its specified attributes and how effectively it does so in the delivery of the program.
To sum it up, the salient point or outcome of this review process, there might be a need to review and to revise course and program outlines so that both include brighter statements of the graduate quality attributes each course or program is to focus or enhance. Evidence 1: Program and Course Specification
3. Generic learning outcomes and specific learning outcomes are formulated.
Identifying the salient subject-specific learning outcomes that are related to knowledge and other domains is a must for both the lecturers and the students. Subject-specific learning outcome to knowledge and skills help lecturers describe to students what is expected of them, plan desirable teaching strategies, resources and formative and summative assessments, learn from and create changes to curriculum to improve student learning. Lastly, is to assess how the outcomes of a single course align with larger outcomes for an entire program Evidence 3: Skills Matrix
On the side of students, subject-specific learning outcomes that are related to knowledge help them anticipate what they will gain from an educational experience which will lead them to become professional. demonstrate or apply knowledge by tracking their progress and know where they stand and determine in advance how they’ll be assessed
To sum it up, subject-specific learning outcome such as professional, application and research know-how were rooted from program learning outcome, thus it can be trimmed down to subject.
Our expected learning outcomes can be differentiated into both subject-specific and generic skills. Subject-specific outcomes are knowledge and skills exclusive to the field of Airline Business as well as Aviation Industry
.Generic learning outcomes, on the other hand, are common skills universal to any subject area, such as problem-solving skills, decision-making skills, analytical, strategic thinking skills, communication, ethics, Aviation business, teamwork and leadership, etc.
The Airline Business curriculum was developed by taking examples from locally and internationally renown colleges and universities in the Airline Business, Aviation Industry and related fields; in particular those in the United Kingdom such as University of London, University of South Wales, Patent University, and Coventry University. While maintaining it to be in the same standard and transferable to those in other colleges and universities globally, the individual subject-specific courses are designed to be self-contained, that aids for learners‟ liberty in designing the combination of courses that fits their needs, and in turn providing learners a peculiar set of airline business skills.
4. Expected learning outcomes meet the requirement of external stakeholders
The Program was Revised and Approved on February 16, 2020, and it is only in 3 years of full operation. It is expected to determine if the expected learning outcomes met the external stakeholders by 2025.
During the process of revising our graduate curricula in 2020, feedbacks from various stakeholders had been noted into consideration. We first defined our stakeholders as following: 1) academic staffs within the Airline Business program, 2) current students at that time, 3) alumni, 4) graduate employers and 5) ST Theresa International College Insights and suggestions from academic staffs and current students were collected by brainstorming and interview, respectively. Feedbacks/criticisms from alumni and graduate employers were collected and analyzed from both questionnaires and interview. Requirements of STIC on our graduate program were received in the form of comments/feedbacks/suggestions from the Peer-Review Committee during the curriculum development process. The programs‟ expected learning outcome as well as program specification were drafted by taking into consideration all feedbacks from stakeholders. Evidence: Verification of LO and Sample how to achieve LO through assessment
5. The expected learning outcomes are achieved by the students by the time they graduate
The AB Program is still in its 3rd year of operation starting AY 2020-2022 and there is no graduates yet in order to show that they had achieved the program learning outcomes consisted of ten program learning outcomes. Based on framework of TQF for higher education, TOF3 was theory course specification and TQF4 was practicum course specification. Every course identified course learning outcomes as requirements for completion. Therefore, students who completed the course had achieved and contributed to achieve the PLOs.
To ensure of the achievement, the AB program has the course audited system that complies to regulation of CCIE Accreditation Manual , with at least 25% of courses audited. The Academic Committee appointed the Course Audited Committee of each course. The committee approved all course operation to review that the teaching learning strategies and assessment methods enable students achieved course learning outcomes and contribute to program learning outcomes. Their recommendations were reported to the course coordinator and the Academic Committee for further improvement.
In the yearly study plan, students had to complete the former year study plan before going on the next year study plan sequenced from basic knowledge to mastery skill.
Lastly, CCIE Accreditation Manual regulated that every student has to achieve at least grade GPA 2.0 courses in order to guarantee that they passed the course. In case the student could not achieve grade of GPA 2.0, the course coordinator would arrange the opportunities for him/her to improve learning until completion.
After completing all courses, the potential graduate self-audited for graduation including extracurricular transcript, and English existing test TOEIC) which assured their achievement of PLOs.
(Evidence: Verification of PLO’s)
| Programme Learning Outcome | 25% | 50% | 75% | 100% |
| PLO1 | x | x | ||
| PLO2 | x | x | x | |
| PLO3 | x | x | ||
| PLO4 | x | x | x | |
| PLO5 | x | x | x | |
| PLO6 | x | x | x | |
| PLO7 | x | x | ||
| PLO8 | x | x | x | |
| PLO9 | x | x | x | |
| PLO10 | x | x | ||
6. The assessment result of students’ learning outcomes in 4 aspects: knowledge, skills, morals and ethics, and personal characteristics from each level have to be higher than 3.51
The STIC-FBA Airline Business program got feedback from current learners and academic staff and served as the formative assessment aimed to enhance learning development for each of them. For the theory courses, the feedback improved students’ work. After work or presentation, feedback gave suggestions for learning development. In the seminar or workshop or alumni is invited to speak in front of them, the feedback was essential and regularly performed. The feedback occurred during and after studying practicing for improvement and empowerment.
The result of the feedback as they progress in their study was very good.
(Evidence: 2.1.1.7 Skills Matrix Survey )
7. The average of the assessment result of all 4 aspects of students’ learning outcomes has to be higher than 3.51
The Airline Business program was rated an average mean of 3.66 or good. The current learners from year 1 to year 3 and the academic staff participated in the survey in order to validate if the course learning outcome is aligned and achieved. Evidence: 2.1.1.7
Self-Assessment
|
เป้าหมาย |
การดำเนินการ(KPIเชิงคุณภาพให้ระบุข้อ) |
การประเมินตนเอง |
||
|
….5ข้อ…. |
IQA(1-7) |
1,2,3,4,5,6,7 |
7 ข้อ |
5 คะแนน |
|
AUN-QA(1-5) |
1,2,3,4,5 |
ระดับ 3 |
||
Evidence
| Evidence No. | List of evidences |
| 2.1.1.1 | Program and Course Specification |
| 2.1.1.2 | Course Brochure, Prospectus, Bulletin |
| 2.1.1.3 | Skills Matrix |
| 2.1.1.4 | Stakeholders Inputs |
| 2.1.1.5 | University and Faculty Website |
| 2.1.1.6 | Curriculum review minutes and documents |
| 2.1.1.7 | Result of Skills Matrix survey |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 2.1 | 5 | 5 |