Component 3: Curriculum

Indicator 3.1 Curriculum or Program (Program structure and Content)

For criteria 8 and 9, 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 7-9 item

AUN-QA based criteria

For AUN-QA, criteria 1 to 7 are assessed at 7 levels.

Performance

1. Up-to-date and modern, and industry-related programs

System and Mechanism

1. The curriculum or program designates plan for the new curriculum or program development or revision current curriculum to provide-up-to-date and modern, and industry related programs

2. The curriculum or program organizes meeting and plan among the full-time lecturers in the assessments of achievement based on the objectives of the current curriculum.

3. The curriculum or program analyze the existing curriculum or program into the considerations of. new curriculum or program development or revision current curriculum.

4. The curriculum or program approve and appoint the committee those who come either from inside or outside the college to develop, design / update the curriculum according to the criteria of the College,

5. The appointed committee develop or improve curriculum according to the philosophy, objectives, structure and course content of the curriculum and curriculum standards criteria and manage to be curriculum document.

6. The appointed committee develop or improve curriculum according to curriculum standards criteria.

7. The committee conducts the public hearing meeting to review the draft revised/improved curriculum prior to submit to the faculty for approval.

8. The committee proposes the draft revised / developed curriculum to the faculty for approval.

9. The faculty submits and presents the draft revised / developed curriculum to the College Academic Council for approval.

10. The College Academic Council submits and presents the draft revised / developed curriculum to the College Council for approval.

11, The curriculum can be implemented after the College Council approval.

12. The College submits to the Office of Higher Education Commission for acknowledgment of the curriculum.

Assessment of the Process
1. The curriculum or program adhere to the revision of the curriculum for every 5 years to meet the changing technology, advance information, innovation and adaptation of modern challenges.

2. The curriculum or program assess the subjects that requires changes and add salient courses based from the suggestion and recommendation of experts through consultation and meeting.

3. The curriculum or program write a draft of the new curriculum, discussed with the committee and calls a meeting for proper dissemination of the changes.

4. The curriculum or program consolidates the changes, seek for approval from the faculty or college and implements at the start of the academic year.

Improvements/Developments

1. The curriculum or program gives significance to the new curriculum and assigns a responsible lecturer to implement such changes.

2. The curriculum or program students will learn advanced information, upgraded learning technology and understand the modern context of business and the workplace.

Results:
The curriculum or program is up-to-date according to the demands of the airline industry and it will continue to upgrade the courses as the needs arise.

The curriculum or program lecturers are equipped with up-to-date information, new teaching approaches, classroom management technology, and advanced teaching pedagogy and embrace their work.

The curriculum or program has implemented the new curriculum and the students are able to learn the courses that has been incorporated in the new curriculum.

2. Comprehensive and modern program; and communication to all stakeholders.

The Following System and Mechanism, Assessment Process, Improvement Plan and Result is expected to be observed and implemented upon producing graduate(s)

System and Mechanism

1. The curriculum or program takes the results of the achievement assessment based on the objectives of the current curriculum.

2. The curriculum or program conducts information survey from those involved with the program or stakeholders such as entrepreneurs, graduates, professional organizations, graduate users,

3. The retrieved responses are associated with the global and economic trends in society including opportunities and threats into the considerations of new curriculum or program development or revision current curriculum.

4. The creation of new curriculum or program has to be discussed, drafted and finalized for the college council approval.

Assessment of the Process
1. The realization of the new curriculum or program requires with an intensive research and presentation drawn from the stakeholders

2. The tentative curriculum drafted after the due diligence was further evaluated and improved from the output drawn from the focus group meeting and brainstorming session of Airline industry experts, airline schools, full-time instructors and college administrators.

Improvement and Development
1. The curriculum or program identified stakeholders and involve them in the creation of the new curriculum for the next 5 years.

2. The curriculum or program will conduct a meeting among the stakeholder and get their insights if there is a need to improve the existing curriculum.

3. The curriculum or program will consider suggestions and recommendations if these are useful in the development of the new curriculum

Result
The students, parents, graduates, lecturers, employers and the public are the stakeholders. They are well informed about the program and gave a satisfaction rate of 4.21 or very highly satisfied of the program.

3. The design of the curriculum is constructively aligned with achieving the expected learning outcomes

Expected learning outcome(s) is extracted from a well-defined curriculum. Before teaching takes place, the school has scrutinized  if such curriculum is constructively aligned with the intended learning outcome(s).

Many scholars have infinite definitions of learning outcome. One of the scholars says “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.

All the coursework as well as non-coursework activities within each curriculum have been designed to contribute, at least in part, to students‟ achievement of program expected learning outcomes. By integrating all teaching and learning processes along with non-coursework activities, all ELOs can be achieved. 

Subject Code

Courses

ELO1

ELO2

ELO3

ELO4

ELO5

ELO6

ELO7

ELO8

ELO9

ELO10

Basic Courses

100 101

Man, Society and Environment

-S

S

–

–

–

–

100 102

Government and Politics of Thailand

-S

S

-S

–

–

–

100 103

Law and Society

–

S

S

–

–

–

100 104

Psychology in Everyday Life

S

S

–

–

–

–

Required Courses

101 201

The Art of Thinking

S

–

–

T

I

C

100 202

Philosophy and Religion

–

–

T

I

–

S

100 203

Communication and Human Relations

–

–

T

C

–

S

100 204

Library Skills

S

–

T

–

I

–

100 205

Study Skills

I

–

–

–

–

I

100 206

Art Appreciation

S

T

I

100 207

Music Appreciation

S

T

Elective Courses  Thai and Foreigner

100 301

Thai for International Students

T

I

S

100 302

Thai for Communication

–

T

T

I

T

100 501

Aerobics

S

T

I

I

100 502

Personality Development

S

–

I

–

S

I

100 503

Sports

S

–

T

–

T

I

100 504

Social Dance

S

–

T

–

T

I

Core Courses

211 111

Principles of Accounting

S

–

I

–

T

I

I

211 311

Business Finance

–

T

–

I

I

–

I

212 214

Information Technology Management

–

T

I

–

-I

I

213 211

Principles of Marketing

–

-T

–

I

-C

C

214 101

Principles of Economics

S

T

–

–

C

I

I

I

214 202

Business Statistics

-S

–

T

–

I

I

214 206

Business Law and Taxation

–

S

I

–

-I

-C

214 301

Quantitative Analysis for Business

–

S

S

–

-T

I

–

214 311

Modern Human Resource Management

–

S

–

S

–

T

T

T

I

214 409

Strategic Management

–

S

I

–

-I

T

216 212

Food and Beverage for Airline Business

S

T

–

I

–

I

I

C

216 307

Airport Management

–

I

–

–

I

I

C

216 314

Airline Ticketing and Reservation

–

T

I

–

–

I

–

I

C

216 315

Air Cargo Management

–

–

T

–

-T

I

C

216 407

Seminar in Aviation Business

–

S

T

–

-I

I

C

216 408

Security and Safety for Airline Business

–

–

T

–

-T

I

I

C

216 497

Research and Trends in Airline Industry

–

S

–

T

–

T

C

C

216 498

Preparation for Professional Experience Training in Aviation

–

-I

–

I

–

C

C

001 499

Field Experience

S

-S

–

T

–

T

I

I

C

Elective

Courses

113 421

Japanese for Business 2

I

I

I

I

I

I

121 101

Pronunciation

S

T

–

–

I

I

C

121 103

Reading Comprehension

–

–

T

–

T

C

C

121 106

Interpersonal Communication

–

S

T

–

-I

I

–

I

C

121 110

English for Business Presentation

–

T

T

–

-I

-I

CC

C

121 205

English Writing for Business Communication

–

S

–

T

I

I

C

C

151 504

English Public Speaking

–

–

S

–

-T

I

I

C

215 421

Quality Service Management

S

-T

–

I

I

I

216 312

Promotion in Airline Business

–

T

–

–

T

I

C

216 316

Digital Skills for Airline Business

–

S

T

–

-T

-I

I

C

216 317

Low Cost and Full Cost Carrier

–

S

T

–

T

I

I

216 318

Ecology and Waste Management for Airline Business

-S

–

T

–

T

I

I

C

222 406

Aircraft Weight and Balance Control

–

S

T

–

T

I

I

Descriptive Rating:   STIC

S = ELO is introduced & assessed /Sharing and Caring 

T  = ELO is reinforced & assessed/Trustworthy, honest, correct, punctual   

I = ELO is practiced & assessed/Inter-cultural competency, compatible with multinational culture  

 C = ELO is mastered and assessed/Commitment to Quality

4. The design of the curriculum includes feedback from external stakeholders

The Program will conduct survey to stakeholders and it will consider the feedback provided by them. The feedback will constitute to the development and design  of the curriculum. Thus along with these factors, it will have its own system and mechanism, assessment process, improvement and development and lastly the result.

System and Mechanism
1. The curriculum or program will plan for a meeting and discus the significance of data in measuring success in relation to the attainment of the objectives of the curriculum.
2. A survey questionnaire will be carried out stakeholders particularly the students, the lecturers, the employers, the parents and others at the end of the academic year to assess the curriculum.
3. The curriculum or program will determine the findings of the survey, conclude and come up with recommendation(s) thus integrate in the development of the new curriculum.
4. The curriculum or program will write a draft of the new curriculum and present it college council for approval.
5. The curriculum or program will submit a final copy to the college to get final approval from the Ministry of Higher education, Research and Innovation.
6. The curriculum or program will be used by the instructors in every semester and recommend their ideas in TQF5 to improve the course plan and assessment plan.

Assessment of the Process
The curriculum or program is being reviewed for further enhancement.

The curriculum or program identifies areas with problems or lack of significance.

The curriculum or program will require a proposal from responsible lecturers to give insights on the new curriculum. The curriculum or program will go over on the progress of data utilization and identify the result.

The curriculum or program scrutinize the assessment criteria and its implementation after the curriculum revision

Improvement and Development
The curriculum or program was designed and it has to fulfill the assessment criteria to ensure the attainment and success of the objectives of the curriculum. The curriculum or program will continue to conduct a meeting between and among the lecturers, head of program and the dean to oversee what has not been achieved if there is any.

Result
The curriculum or program identifies its own strengths and opportunities and keep it up as a good practice to maintain high quality standard of the students. However, the identified weakness and threats need to be improved or minimize thus eliminate risk.

The curriculum or program assessment result is then taken to the program administration committee and to the College Council for further discussion and solution provision.

5. The curriculum is logically structured, properly sequenced

Indeed, a curriculum before it will be offered attention needs to be paid or given if a curriculum is to be coherent and follow a logical structure or sequencing. 

In the progression of knowledge, the curriculum in many subjects is dependent on moderate approach. It is to be well-noted that one concept usually depends on the comprehension of what has occurred before and what will happen next.  

The Airline Business curriculum was designed and constructed around knowledge and practical experiences. It utilized unique pedagogical approaches, genuine, purposively engaging and values-led in all aspects of teaching and learning.  Evidence: TQF2

The present curricula are up-to-date as of the last revision in 2017. Nevertheless, improvement on missing/unclear information and/or minor change in strategic plans are made annually. Such adjustments are communicated to students and other stakeholders in terms of revised Student Manual or course syllabi.

6. The curriculum has the option(s) for students to pursue major and/or minor specializations.

The Airline Business Program is just one of the programs under the Faculty of Business Administration.  Most of the AB courses a student take to earn his/her degree will be in his/her major. All students normally have a major.

For minor courses, AB Program has few and substantial courses to complete (out of the total or so needed for his or her degree) and can be related or unrelated to the main focus of their studies, i.e., his/her major.

The  Program has only 1 major which is Airline Business and no minor is offered to any learner who wants to specialize in other venture, (Evidence: TQF 2)

However, the students has the option to pursue major that are still in the Faculty of Business which is offerings oher majors, Evidence: Faculty websites)

7. The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum

             Reviewing the AB Curriculum is one of the essential things to do to meet the ever-changing global establishment’s requirements, particularly on the skills each graduate must possess before hiring and employing opportunities.

              One of the very first steps in curriculum design is to determine and articulate the goals and outcomes of the AB courses or program. It has to answer the question “What do you want your students to know, do, and value by the end of the learning experience?” Find out how will you measure their achievement and progress? Specify how will your course or program supports to the broader mission and vision of the college or university and discipline? These series of questions will aid us define the purpose, scope, and level of your curriculum, and align it with the relevant standards and frameworks. 

            In order to fulfill these periodical assessment, the program create a committee, engage alumni, business operators/representatives, practitioners and solicits input from the them. (Evidence: Stakeholders input and feedback)

8. The curriculum is aligned with the Higher Education Qualification Framework Standards’ learning outcomes

The learning outcomes stated in Standard Qualifications Framework for undergraduate program in Airline Business are the guidelines for the learning outcomes in the curriculum/program level (TQF2). The college/university has to set the learning outcomes in the program level that are in line with its philosophy and objectives of curriculum and assign the responsibility to all courses through learning outcomes mapping. However, the learning outcomes set by the college/university has to cater the employment needs of people, employers or stakeholders. For the advantages of educational management in the institution and the international standard accreditation, the institutions have the options to set the learning outcomes and its mapping for the courses according to the following guideline:

Guideline 1

Design the learning outcomes in the curriculum (TQF2) that are in accordance with vision, mission and educational philosophy of the college /university. Consider also the desirable characteristics of graduates by utilizing or referencing the 5 domains of learning outcomes stated in the standard qualifications framework for undergraduate Airline Business program. Then, these learning outcomes are used to assign and reflect to all courses in the curriculum through learning outcomes mapping.

Guideline 2

Design  the learning outcomes in the curriculum (TQF2) that are in accordance with vision, mission and educational philosophy of the college /university. Consider also the desirable characteristics of graduates set forth by college /university, Make use of these learning outcomes  to assign responsibility to all courses in the curriculum through learning outcomes mapping. After that, the college/university has to communicate or echo the result  to show the relationship between the learning outcomes formulated by the college/university and the five learning outcomes stated in the Standard Qualifications Framework for undergraduate program in Airline Business..

9. The Higher Education Qualification Framework Standards’ learning outcomes result from curriculum management

The Airline Business program under the Faculty of Business Administration offered by the college/university has to ensure that it will educate the qualified graduates to meet the minimum standard criteria of learning outcomes according to the Standard Qualifications Framework for Undergraduate Programs in Airline Business. The components of quality assurance must cover at least six aspects:

1)       Curriculum Standards

2)       Expected Learning Outcomes

3)       Curriculum

4)       Learning Management

5)       Evaluation/Assessment

6)       Faculty Members

7)       Students

8)       Learning Supports

9)       Output/Outcomes.

The college/university can determine the main attainment indicators for the curriculum management  in accordance with the different criterion of curriculum in the components 1-9as follow:

1. At least 80% of the program responsible faculty members are involved in meeting for planning, monitoring, and reviewing program implementation.
2. There is the program specification (TQF2) in accordance with the Thai Qualifications Framework for Higher Education and TQF1 in all criteria.
3. The TQF 3 and TQF 4 of all courses must be prepared in accordance with TQF 2 and completed one month before the semester begins in every academic year.
4. TQF 5 and TQF 6 of all courses must be completed within one month after the semester ends.
5. TQF 7 must be completed within 60 days after the academic year ends
6. The students’ learning outcomes stated in TQF 3 and TQF 4 are verified at least 25 percent of all courses offered in each academic year.
7. The result of program implementation reporting in the TQF 7 of previous year has been utilized in improving the teaching learning management, teaching strategy, or learning outcomes evaluation.
8. All program faculty members are qualified according to the criteria of the Thai Qualifications Framework for undergraduate program in Nursing Science.
9. All new faculty members (if any) are given orientation, advisement or teaching learning management trainings.
10. All program faculty members obtain academic training or participate in teaching-learning and professional development at least 15 hour per academic year.
11. All support staffs obtain annual work development in accordance with their job responsibility.
12. The average satisfaction scores of senior students/ new graduates toward the quality of program is not less than 3.51 out of 5.00
13. The average satisfaction scores of employers toward new graduates is not less than 3.51 out of 5.00

          The college/university can include more criterion based on its specific identity and the criterion specified in each year must be desirable for the program implementation.

Self-Assessment

Goal	Performance(KPIเชิงคุณภาพให้ระบุข้อ)		Self-Assessment
…5 item…	IQA(1-9)	1,2,3,4,5,6,7,8,9	9 item	5 mark
	AUN-QA(1-7)	1,2,3,4,5,6,7	level 3

Evidence

Evidence No.	List of evidences
3.1.1.1	1. Program and Courses Specification
3.1.1.2	2. Course Brochure, Prospectus and Bulletin
3.1.1.3	3. Shareholders input and feedback
3.1.1.4	4. University and Faculty websites
3.1.1.5	5. Curriculum review, minutes and documents
3.1.1.6	6. Curriculum Map /TQF2

Self-Assessment

Self-Assessment	IQA	AUN-QA
Indicator 3.1	5	5