Indicator 6.1 The Quality of Faculty Members (The quality of academic staff)
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 5-7 item | Has action 8-10 item |
AUN-QA based criteria
For AUN-QA, criteria 1 to 7 are assessed at 7 levels.
Performance
1. Academic staff planning is ensured to meet the quality and quantity of the academic staff
The Airline Business program ensures a smooth flow of operation of our academic activities, thus academic staff planning has perpetually been performed well periodically. Regulation on new staff procurement is governed by The Faculty of Business Administration. The Human Resources Department constantly keep track and perform analysis on workforce capability and capacity needs. (Evidence: Flowchart in Academic Staff Planning down to Performance Assessment)
Employment capacity is determined annually by the availability of positions while competency is defined by expertise needed by current and future curricula. The need of new staff(s) is/are requested by individual departments/units to the Dean and compiled by the HR Unit.
Approval of new staff acquisition is considered from current and future workload of the departments/academic programs, student to staff ratio, students‟ and customers‟ requirements and expectations, present and prospective required core competencies, etc.
The Faculty of Business Administration particularly Airline Business program has set the target that the students to staffs ratio of graduate programs should not exceed 30:1. Individual departments/units are responsible for arranging the initial staff selection process before submitting the candidate’s profile to The Faculty of Business for preapproval by the Academic Staff Recruitment Committee. Final approval of new staff hiring is carried out by Human Resource Department of St Theresa International College.
In term of staff promotion, the Departmental Head and Dean always monitor/ track records of our academic staffs‟ research outputs. Once the merit, as regulated by St Theresa International College, is reached, that particular staff is encouraged to submit an application for academic promotion: from lecturer to assistant professor to associate professor and to a full professor.. The Director of Research Department follows-up potential lecturers to apply. (Evidence: FBA Plan AY 2022)
2. Staff workload is measured and monitored to improve the work quality
The Staff – to- student ratio and workloads are constantly monitored and controlled by the Program Administrative Committees to ensure the optimum quality of educational training. As regulated by the Ministry of Education Announcement titled “Standard Criteria for Undergraduate Studies 2005,” and Regulation on Undergraduate Education of St Theresa International College, the staff-to-student ratio must not exceed 30:1. Our graduate programs follow the regulation and try to maintain such a ratio.
Before Covid-19, the ratio of students per lecturer exceed targets, however, during and after the pandemic there was a large drop in student intake that made the ratio of students per teacher decreased drastically.
However, as we can see in the table the number of students admitted during the Intensive English Program in March 2023 showed a slight increase compared to the last two years 2021-2022.
In the projection of increasing student intakes, a new staff member was recruited in 2022 to replace the old lecturer.
|
Academic Year |
Total FTEs of Academic Staffs |
Total FTEs of Students* |
Staff-to-Student Ratio |
|
2020 |
5 |
49 |
1 to 9.8 |
|
2021 |
5 |
9 |
1 to 1.8 |
|
2016 |
5 |
10 |
1 to 2 |
|
2017 |
5 |
15 |
1 to 5 |
3. The competencies of the academic staff are determined, evaluated, and communicated
The lecturers are well guided and monitored in terms of career and teaching progress. The Airline Business program has various platform to showcase academic staff competencies such as Knowledge Management wherein lecturers/researchers share their strategies, methodologies, innovation and pedagogies in teaching and learning process.
The Airline Business program lecturer’s teaching and research competencies are identified and recognized during the selection process before joining the department. The lecturer is asked published research(es) in known journals and research experiences prior to hiring. In addition to a strong track record of research, potential contribution of prospective staff toward teaching topics is also determined. Teaching competence of academic staffs are evaluated every semester via students‟ feedback on the overall course and individual instructors.
The Director of Research Office assessed the research competency of lecturer and is simply monitored by publication outputs for each staff . A grace period is given to newly-recruited staffs as settling a new research endeavor usually takes a few years to generate the first research output. Moreover, the college and The Faculty of Business Administration also enforce systems called Research Output Requirement. ROR is a mandatory contribution that academic staffs make to the department each year regarding the job responsibility and outputs. (Evidence: Staff Handbook)
4. The quantity of academic staff and duties allocated are appropriate
The Airline Business program ensures enough or adequate staff to teach during class. The number of lecturer is thoroughly screened and determined in the monthly staff meeting and, if the candidates‟ profile show sufficient competency together with the department is in need of a new academic staff, the request is submitted to The Faculty of Business for allocation of staff position. Selection process is then carried on as described in the section 6.1 above. Once employed, the new staff has academic freedom to do his/her own teaching workload on his/her choice. Deployment and distribution of teaching loads for academic staffs within the department is assigned by individual course by looking at the staffs‟ educational background. The monthly staff meeting help ensure that teaching loads are equally distributed among academic staffs.
5. The performance assessment of the academic staff is based on a merit system that accounts for teaching, research, and service.
The Office of the Vice-president for Academic Affairs realizes that rewards and recognition play a key role in motivating academic staff. Every year, the STIC announces many awards in recognition of academic staff who devote themselves to the best of their duties, primarily teaching and research during the Annual Meeting. Examples of such awards include Research with many Citations, Recognition for Publishing Consistently in 3 consecutive years, Best Researcher and others. (Evidence: 6.1.1.7 Award and Recognition Scheme) The Faculty of Business also announces, annually, the Outstanding Staff Award in recognition of academic and supporting staff with distinguished performances. Also available is a Publication Recognition for academic staff who publish research outputs in good-quality international journals indexed by respectable databases, such as Scopus or ISI. The reward is in the form of a certificate.
In addition, academic staffs with qualified publication records are also eligible for promotion, and teaching innovation materials from lecturer to assistant professor to associate professor and to full professor, the process of which follows the rules and regulations of STIC. (Evidence: Teaching Material; Guidebook on Innovative Business Research 2022)
6. Duties and responsibilities of academic staff allocated are clearly stated and communicated to all staff
The Airline Business program particularly the academic staff are requested and obliged to conduct research, undergo career advancement, apply for academic rank, improve teaching and learning strategies, and display teaching competence in the area of modern business, artificial intelligence,, industrial robotics and advanced sensors. Similar to any academic program in science, public health, and education around the world, learning of new knowledge and strengthening research competencies of academic staffs can be achieved by allowing staffs to attend industrial benchmarking, advanced business operation research, aviation expo and airline business processing conference, especially the international setting.
7. The training and developmental needs of the academic staff are systematically identified and aligned to the program needs.
The Airline Business program academic staff old and newly recruited obviously new to the system and environment has no clear idea and understanding about the institution’s rules, regulation, expected responsibility, promotion tracks, teaching philosophy, etc. The STIC yearly conducts and organizes lecturers orientation, workshops to train/educate/provide young staffs with such information and other related matters.
This activity is to ensure that educational philosophy of the college is well shared and is understood directly by the staffs. Over the past couple of years, STIC has focused on training outcome-based education to new academic staffs during the annual meeting, orientation, workshop and other career growth opportunity. Important aspects including the formulation of course learning outcomes, teaching and assessment strategies, etc. are provided, advising, student retention program and academic service to the community. ( Evidence: Training to use Online portals and online teaching)
8. Performance assessment is brought to be part of program management.
The Airline Business program has a performance assessment system such as mentoring for old and new lecturers to upgrade their status or educational attainment, class observation to determine their strengths and weakness in the teaching and learning process, published research output, application for academic positions and appropriately and desirably perform other task aside from teaching, (Evidence: Guidebook: Innovation Business Research)
9. Academic staff, students, and communities are together to create learning experiences
One of the pillars of the college is providing academic service to the community. Indeed it is a necessity for the college specifically the Airline Business program to perform academic service to the community on their own organized project. The enrichment of a professional learning community in which college/university teaching staff can swap ideas, advice and assistance is a big support when implementing institutional curriculum reforms. Enabling staff to build collaborative networks aids their individual and collective growth, helping improve teaching and learning. This in turn help our students develop their social skills as well as become responsible individual in the community.
Service learning is one of the teaching pedagogies each lecturer must know and it is a voluntary act that will make our learners get closed to the community, identify their needs and become available on or before trying or difficult times.
Our lecturers, students, business and government leaders continue to work together to teach and to learn English language in order to communicate to the international communities. The learning experiences through online platform is already in its second year of implementation and most of the benefactors learned and enjoy a lot in the session. (Evidence: Learning Experiences)
10. Academic staff integrates Arts and Culture into learning management
Another pillar of the college as education provider is ensuring Arts and Culture are integrated during the teaching and learning process. Indeed Thai Arts and Culture preservation is taught even in the primary level. it is a necessity for the college specifically the Airline Business program to perform Thainess on their own special and respected ways. The enrichment of a Arts and Culture preservation in which college/university teaching staff, students, audiences can live to the idea that unique identity will definitely be written in the history.. Enabling staff to build brand and integrate Thainess is helping improve teaching and learning more fun and responsible. This in turn help our students develop their Arts and Culture awareness and they need to carry out this pillar throughout their life wherever they go.
Some of the activities wherein the lecturers and staff were engaged in 1, Father’s Day Celebration, Mother’s Day Celebration, Wai Khru Day and others to preserve Thai Culture Other college events are published in the college’s newsletter (STIC OnPoint) as well as in the college website.( Evidence on Arts and Culture).
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
…5 item… |
IQA(1-10) |
1,2,3,4,5,6,7,8,9,10 |
10 item |
5 mark |
|
AUN-QA(1-8) |
1,2,3,4,5,6,7,8 |
level 3 |
||
Evidence
| Evidence No. | List of Evidences |
| 6.1.1.1.1 | Manpower Plan |
| 6.1.1.1.2 | Flowchart Academic Staff Planning and Performance |
| 6.1.1.2 | Faculty Distribution in terms of age, gender, expertise, etc |
| 6.1.1.3 | Career and Succession plans |
| 6.1.1.4 | Recruitment Criteria/ Staff Qualification |
| 6.1.1.5 | Training Need Analysis |
| 6.1.1.6 | Peer Review and Appraisal System |
| 6.1.1.7 | Award and Recognition Schemes |
| 6.1.1.8 | Staff Handbook |
| 6.1.1.9 | Organization Chart |
| 6.1.1.10 | Researches and Publication Dates |
| 6.1.1.11 | Create Learning Experiences |
| 6.1.1.11 | Arts and Culture into Learning Management |
Indicator 6.2 Doctoral degree qualification
Performance
- Dr. Rosario Cano Garcia
Educational Background
1) Percentage of instructors responsible curriculum/program of study who hold doctoral degrees = (1/ 5)*100 = 20
2) Received score = (20 / 20)*5
| Degree | Major | Institution | Year |
| Bachelor | Management | University of the Philippines, Philippines | 2520 |
| Master | MBA | University of the Philippines, Philippines. | 2533 |
| Doctorate | Business Management | Colegio de San Juan de Letran, Philippines | 2554 |
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
Percentage 20 |
IQA(1) |
อาจารย์ปริญญาเอก 1 คน/อาจารย์ผู้รับผิดชอบ 5 คน |
percentage 20 |
5 mark |
|
AUN-QA(ไม่มี) |
None |
Level …none…. |
||
Evidence
| Evidence No. | List of evidences |
| 6.2.1.1 | Dr. Rosario Garcia CV+ Certificate |
Indicator 6.3 Published Academic Output
Quality Levels of Academic Outputs
| Weight | Quality Level |
| 0.20 | – A full research/academic article published in proceedings of a national conference |
| 0.40 | – A full research/academic article published in the proceedings of an international conference. – Output that was registered as a petty patent |
| 0.60 | – A research/academic article that is published in an academic journal listed in Group 2 of the TCI database |
| 0.80 | – A research/academic article that is published in an academic journal listed in Group 1 of the TCI database. |
| 1.00 | – A research/academic article published in an international academic journal that is listed in an international database in the Civil Service Commission on Institutions of Higher Education Announcement, or the OHEC Regulations Regarding Criteria to Appraise Journals that Disseminate Academic Output of 2013. – Output that was registered as a patent – Academic service to society that has passed assessment for requesting academic rank – Research granted by a national department/organization – Discovery of new plant/animal species that has been registered – Textbook/books or translated books that has passed assessment for requesting academic rank – Textbook/book translated books that has passed assessment criteria for requesting academic rank, but has not been used in an academic rank request – A research/academic article that is cited in a national academic journal listed in Group 1 of the TCI database or in an international journal listed in international database according to the Civil Service Commission on Institutions of Higher Education Announcement. |
Performance
ตารางแสดงข้อมูลผลงานทางวิชาการที่ได้รับการตีพิมพ์ ประจำปีการศึกษา 2565
| No. | Title | Name of the Lecturer | Name of Journal | Index | Weight |
| 1 | Factors Influencing Consumer Intention to Purchase Groceries Over the Internet : an Exploratory Study During the Pandemic | Amarjeet Singh Mastana | International Journal of Professional Business Review, (2022) | Scopus Q4 | 1.0 |
Self-Assessment
|
Goal |
Performance (Qualitative KPI (items)) |
Self-Assessment |
||
|
Percentage 20 |
IQA(1) |
ผลรวมถ่วงน้ำหนักผลงาน 1 /อาจารย์ผู้รับผิดชอบ 20 คน |
percentage 20 |
5 mark |
|
AUN-QA(ไม่มี) |
None |
level …none…. |
||
Evidence
| Evidence No | List of evidences |
| 6.3.1.1 | Research Aj Amarjeet |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 6.1 | 5 | 3 |
| Indicator 6.2 | 5 | – |
| Indicator 6.3 | 5 | – |
| Overall Average | 5 | – |