Component 4: Learning Management

Indicator 4.1 Learning Management (Teaching and Learning Approach)

For criteria 7 and 8, 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 7-8 item

AUN-QA based criteria

For AUN-QA, criteria 1 to 6 are assessed at 7 levels.

Performance

1. The educational philosophy is articulated and communicated to all stakeholders

Airline Business Program Educational Philosophy:

The program is designed for producing the Bachelor in Airline Business which is a good human capital resource has a personal integrity, professional ethics, fellowship of society and self-actualization to discipline in an academic and a profession. Airline Business student has a professional knowledge, practical knowledge, application knowledge and research know-how that leads to problem-solving. , knowledge application, and professional development integrating of multi-disciplines and technologies in field of the classical and the modern airline business skills for the real business and industry.

The Airline Business program crafted its expected learning outcomes and course learning outcomes from the St Theresa International College Vision and Mission and Thailand Qualification Framework (TQF) attributes.  For teaching and learning styles and strategies as an Innovative institute, the college/university adheres to the Educational Philosophy from Perennialism to   Progressivism/ In perennialism the traditional approach to teaching which is teacher-centered focused gave learners no or less chance to perform a classroom activities because it is being monopolized by the teacher perse. However in progressivism which believe that individuality., progress and change are fundamental to one’s education. Identifying students and concerns to shape problems around them is the main philosophy for class activities and self-study time (mentioned in TQF3 on each course). Also sub-topics on each course that are modified from the student feedback and or alumni survey result and information (gathered through online survey or administered onsite questionnaires, direct feedback from industrial side, government organization and international partners (MOU) which are all stakeholders of the program.

Once the assessment for each  any semesters is done, the program holds the meeting for checking and discussion the variation of the output and outcome for improving the teaching and learning style, strategies and activities for the next round. One important thing is stakeholder feedback which reflect or claim for each course and then the program committees will gather together for assessing, reviewing, revising and making a guideline to reach the main goal of the innovative  education successfully. (Appended: 4.1.1.1.)

2. The students can participate in the learning management process

The STIC, FBA, Airline Business program conducted meeting to plan for the upcoming term. Before starting the semester, all courses were available via the online  Management Information System (MIS) or the Registration posted it on bulletin boards for walk-in applicants to see.  Registered students would be informed to enroll in courses on the STIC website. The course coordinators and the instructors distributed lesson plans with materials and/or assignments to the students in the online platform called Google classroom. The course requirements and CLOs would be communicated to students on course orientation day or on the MIS, through STIC email given to them when they join classes. . Therefore, the students understood their roles and responsibilities to participate in every teaching and learning activity and assessment. The course coordinator allowed students to be involved in the teaching and learning process, such as making the agreements/contract for learning activities, setting the submitted date for assignments, identifying the number of group members, and planning project work, presentation and other classroom related activities. The Airline Business program uses several teaching and learning approaches and strategies to ensure the attainment of both course learning outcomes and expected learning outcomes  (see Table below). For courses that emphasize cognitive knowledge leading to achievement of ELO 1, 2 and 3 lectures are the main teaching approach. The elective courses which are independently selected by an individual student, provide the knowledge for complying with ELO3. These learning management was reflected in the TQF3 of the AY 2022-2023. (Evidence: 4.1.1.2)

During course operation, students could be involved in the learning process by sending their opinions to the course coordinator and/or instructors or they could send directly to the Airline Business program Head or,  Dean , Vice-pres. of Academic Affairs. In academic year 2019- 2021, due to COVID-19 pandemic situation, every course had to change teaching and learning activities to be online learning and/or hybrid learning. The students had to follow the MIS online closely and consistently participate in teaching and learning activities with open cameras. After finishing, the course coordinators provided the students evaluation and feedback on the learning process through course evaluation before they can check their own grades online,

Expected Learning Outcome	Teaching and Learning Approach	Assessement
E1 Personal integrity: resolve conflicts into ethical or moral choices	Lecture through PowerPoint, class discussion, situational analysis with the assertion of examples related to code of ethics, disciplines, and punctuality during the classes in the context of the course and exhibit positive attitude. • Design class works to self- learn about the roles and responsibility as team member and team leader in group reports • Appreciate and recognize students who regularly attends class. works with other students without creating any disagreement.	• Assess the student’s class interactions, examinations, assignments submissions and class activities participation. • Evaluate student reports and other academic requirement
E2 Professional ethics: show self consistency between moral & ethical belief and behavior	Engage the learners to be professional responsible for the teaching process encourage self-study without plagiarism and refer to the source of the validated information and be consistent of ethical learning	Observe behaviors of the students while attending the activities and working with groups
E3 Fellowship of society: show self responsibility, membership roles, leadership & volunteer for social development	Encourage involvement or volunteerism among students, enhance self-learning and leadership skills of the students, practice actual works and demonstrate team building	Note down the behaviors of the students while rendering academic service works, ensure doing his/her assigned duties, disposal of leadership capability and working with groups for social development
E4 Self actualization to discipline: show consistency between self discipline and good social standards	Advise learners to observe proper discipline, good behavior, law abidance, and practice social and moral etiquette.	Observe behaviors of the students while attending the activities, doing his/her assigned duties, disposal of leadership capability and working with groups for social development
K1 Professional knowledge: articulate business theories & practices that are systematic, global and up-to-date	• Lectures in courses related to business theories, management and practices providing real-business situation that are up-to-date and enhance their technological know-how through searching business information online.	Assess the students’ achievement and practice from various aspects • Summarization. • Quizzes • Midterm and final examinations • Class assignments and reports • Students‟ presentation in classes • Questions and answers
K2 Application knowledge: derive knowledge from application of business concepts to other relevant subjects	• Report writing and presentations of the analysis results in the given homework • Use computer programs in teaching in the courses • Encourage researches from textbooks, teaching materials or searching for additional information outside the classroom • Practice analytical thinking by questions and answers from case studies in classes	• Observing students‟ behavior from group projects or works • Evaluate from group discussions • Peer review and evaluation
K3 Research know-how: show procedural knowledge in research for professional & knowledge advancement	• Invite experts from organizations, institutions or government agencies outside the university to give suggestions and exchange knowledge on research and experiences • Give and support the students chances to participate in research projects and academic services of their advisors for advancement.	• Observing group behavior during group discussion and presentations in classes, interaction with others as well as being able to reflect on others‟ idea from answering questions comprehensively and relevantly. • Observe the students‟ behavior and roles while attending group activities
C1 Problem solving: analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately	• Practice in presentation, communication and group discussions about how to solve a simple to a complex situation. • Assign group case studies applying alternative dispute resolution skills • Report on assigned topics or case studies with examples • Use various approaches and conflict resolutions in solving disputes • Assign the students to attend academic conferences and seminars.	• Evaluate the presentations, group discussions, communication and the situation the students presented. • Reports and assignments articulation.
C2 Knowledge application: apply theoretical & practical knowledge appropriately in field work, practicum or actual jobs	Demonstrate practical knowledge in to real life experiences through sharing of discovered phenomena and critique the findings of the scenario with clear analysis.	• Evaluate the learner’s work and provide credits on the weight of evidences and delivery.
C3 Professional/personal development: apply business or technical innovation to enhance professional skills & effectiveness	• Use various business innovation techniques and creations for students to reflect and to pinder on how fast changes took place in the business world and to become effective in the delivery of service in the workplace.	• Assess student’s productivity in assigned task, take note of the uniqueness of their creation or sample given and evaluate the level of effective this innovation helps the industry

3. The students can participate in the learning activities

Learning is fun onsite or offline as long as learners enjoy and gain knowledge in various online portals. Active learning is emphasized in the learning process rather than the subject matter to facilitate the student’s engagement throughout the teaching and learning activities. Active learning methods were chosen congruent with the topic learning outcomes (TLOs) to achieve the course learning outcomes. There were various teaching and learning activities for theory courses such as think-pair-share, brain-storming, analysis, or reactions to videos, debates, dialogue, and analytic case studies or situations. The individual assignments were take home exams, online tests, simulation online practice, mind mapping, searching, writing report, and self-reflection and others.

Updated software applications are provided by our college to support learners and lecturers on their existing gadgets and technologies.

For laboratory courses, students were assigned into small groups (5-10 individuals) to practice ground or in-flight service procedures under-supervision of lecturers and to provide a return demonstration completely, with enough time for self-practice. For active learning, for example, lecturers assigned group work to role play in the AB Mock-up room  to promote active and passive business operations particularly in the check-in counter until it reaches the boarding gate.

Learners had the privilege to learn direct experiences from real situations and then they always self-reflected for self-development.

Due to the COVID-19 pandemic situation in the academic year 2020-2021, hybrid-learning activities were provided instead of regular teaching and learning activities. Synchronized and synchronized online learning was used for theory courses. The instructors used debriefing methods to enhance students learning for students to achieve their learning outcomes. After course completion, course evaluations were provided to students as feedback about active learning methods. (Evidence: TQF5 Course Evaluation on the MIS).

 

4. The students are promoted to be lifelong learners through learning activities

The Airline Business  Program inculcated problem-solving and decision-making  competencies to instill airline business students for life-long learning since the problem-solving and decision-making processes require several concrete skills; inquiry-based learning, knowledge searching, logical thinking, analytical thinking, communication, teamwork management, leadership, and self-development. Additionally, the airline business process included assessing a client’s security and safety problems, to identify passengers identity with the properly supportive online data, to plan passenger service and good relationship using the best evidences, to implement servicing care, and to evaluate the outcomes for improvement.

To attain this goal, the Airline Program formulated the “PLO6: Use information technology to learn and to practice ground and in-flight services particularly in the use of kiosk, ticketing, check-in counter and boarding gate”, “PLO7: Express analytical and systematic thinking, logical thinking, and creative problem solving” and “PLO8: Discusses social skills, leadership, collaboration and teamwork with reflection, self-development, and professional enhancement” that were distributed to the courses by curriculum mapping. The courses formulated CLOs and designed teaching and learning activities to enhance problem-solving and decision-making competencies of airline business  students. (Evidence: Program Specification)

5. The students are promoted to be creative thought, innovative, and have an entrepreneurial mindset

The employers as the external stakeholders required students to have the creative and innovative idea that aligned to the Faculty of Business Administration’s vision to enhance the airline business innovation for continuity of customer/consumer service. To achieve this skill, the Airline Program program formulated program learning outcome number 3: Apply knowledge regarding basic research and innovative developments in the airline business”. The program students exhibited their self-made enhanced simulator that is resilient to any situation and it can help airlines to solve unexpected circumstances in the future like the previous Covid-19 pandemic.

The courses corresponded to the program learning outcome. For example, in the first-year, the courses of “Computer Application Literacy” and bright ideas in Principles of Marketing particularly product development that can be offered to the market for sale  developed the students’ digital literacy and entrepreneurial mindset. In the second-year, the ‘Innovation in Airport Management’ course provides students with the concept of idea thinking and innovative design which leads them to create simulators too.. In the third year, the “Basic Research in Airline Business” course offered experiences of development of mini-research and/or innovation in Airline or Aviation operations. In addition, every practicum Airline Business course corresponded to design the teaching and learning activities to promote creative thought, innovative idea, such as project-based learning, technology-enhanced learning, and simulation-based learning. 

Furthermore, the students were involved in extra-curricular activities that promote creative though. The Faculty of Business Administration allocated a budget to support the innovative development project of the students. Evidence 4.1.1.5

6. The teaching and learning approach is improved continually and aligned with industry requirements and expected learning outcomes

The Airline Business program continue to monitor its teaching and learning approaches  in order to achieve the learning outcomes of courses and programs, Such  teaching and learning processes were reviewed and revised according to the feedback of stakeholders which includes current students, alumni, experts in the field of study, employers and prospects students. The course coordinator and instructors designed the course specifications to correspond to the Airline program, including: the formulation of  course learning outcomes aligned with program learning outcomes, to update contents and topic learning outcomes, to create teaching and learning activities, to improve assessment methods, and to allocate sufficient learning resources. The course specifications would be approved by department committee and then summited to the Faculty Dean for checking the corresponding to the program. The course specifications had final approval by the Academic Committee before submission to course specification online that would be endorsed by STIC Academic committee 4 weeks or a month before the semester started. (Evidence: MIS TQF3)

The course coordinators and lecturers had responsibilities to monitor teaching and learning processes to ensure that the students would achieved the course learning outcomes and contribute to program learning outcomes. 

After completion, the course coordinators carried out course evaluation and feedback by current students and  lecturers. The result of course evaluation and improvement plan were reported and submitted to courses online that would be endorsed by the Dean  to the Vice-president of Academic Affairs to STIC Academic Division within a month.

7. The classroom learning management is focused on a student-centered approach

Learners nowadays like the Airline Business students are exposed to advance technologies. They are easily get bored if their teacher monopolizes the whole study hours. This approach does not make sense to our students at present

Before, classroom management techniques have focused on teachers—giving advice on how to instruct students and manage their behavior. In contrast, effective classroom management in the 21st century calls for a shift to student-centered approaches that place students at the center of the learning experience. They have to learn by doing things by themselves and give them the freedom to navigate information across their distance (Variety Show Activity).

In the Airline Business program, it is advisable to work with the students to set up a classroom that supports exploration, motivates students, and genuinely involves  them in meaningful learning experiences. One has to develop techniques for building positive teacher–student relationships and dealing with difficult students to prevent learning struggles.

If one is student centered focus, the students will practice taking responsibility for themselves, making good choices, and taking ownership over their own learning as well as experiences. A lecturer can assist them in this process by creating activities with high levels of engagement and nurturing a prosocial learning surrounding that exhibits positive academic and social output. This learning management  is able to transform the classroom into an environment where students take charge of themselves and their learning at their own disposals. They were also given the chance to visit companies our college as established and signed an MOU with known companies. (Evidence: 4.1.1.7 Memorandum of Understanding and Variety Show Competition)

 

8. Learning management is managed through various technics of information and communication  technology systems with a student-centered approach

Information, Media and Technology Skills:

 1. Freshmen Orientation:

During the freshmen orientation, a session was dedicated for the online resources so that the students will come to know about the usage of STIC moodle through which they can communicate with their lecturer, access the online materials regarding the subject etc.

2. TOEIC Test:

The students were also given training to take up the TOEIC test right from the first year itself so that they will come out with a good score when they finish the course. This helps them to upgrade their level of communication.

3. 3. MOODLE:

In some subjects the students use the STIC Moodle to do their assignments, download their study materials and also to have an interaction with the subject teachers.

4. LINE Group:

Almost all the subject teachers have a separate LINE group for their subjects. The teachers share the teaching materials, learning resources and also assignments with the students. Also the students ask their doubts and get clarified.

5. Google Classroom

For students to inquire about the requirements of the subject, their grades and provide feedback on their individual performance and update.

Social media platforms, direct calls, alumni association and other communication mileage are very effective means to informed students and it was rated 4.52 or very highly satisfied when surveyed how efficient and effective these media platform to reach out their voices.

Evidence: Social Media Platform

 

Self-Assessment

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

Evidence

Evidence No.	List of evidences
4.1.1.1	Airline Business Educ Philo and Prog Course Specification
4.1.1.2	Learning Management Process
4.1.1.3	Learning Activities (Learning Portals)
4.1.1.4	Promoted to be Life Long-learners
4.1.1.5	Creative thoughts/Innovation
4.1.1.6	Verified Learning Outcomes/Course Specification Report
4.1.1.7	Memorandum of Understanding
4.1.1.8	Social Media Platform and Other communication means

Self-Assessment

Self-Assessment	IQA	AUN-QA
Indicator 4.1	5	3