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
The Bachelor of Accountancy at ST Theresa International College is “Aiming to produce graduates in accounting with knowledge, competence, and ethics of professional accountants”, the philosophy of The curriculum is in line with the college philosophy. where stakeholders can find information Courses can be obtained from many channels such as the website of the Faculty of Business Administration.
The Bachelor of Accounting Program has established a learning and teaching strategy that achieves goals expected Learning Outcomes at the curriculum level, follow the curriculum philosophy. which the expected learning outcomes and work Achieving the goal at the course level will be contained in Course Requirements In which the instructor will specify a clear teaching method in TQF.3
Category No. 3 Development of student learning outcomes, taking into account the expected learning outcomes and improving according to student suggestions in line with the College’s educational philosophy with a focus on teaching learners are important so that learners are awake and want to learn, ready to receive new knowledge, promote learning from real experience there is an educational process and exchange knowledge together and practice lifelong knowledge.
The course focuses on teaching activities To bring about knowledge (knowledge), skills (skills), attitude (attitudes) Competence, which appears in TQF.3 TQF.5
Graduate Program Aiming to produce quality graduates with knowledgeable Academics and Professional skills able to bring knowledge to develop the potential of all sectors due to account.
It is a profession that must comply with the ethics of professional accountants. curriculum development
Therefore, morality, ethics and professional ethics must be taken into account. paying attention to the impact on the interest.
Evidence:
| Curriculum Revision Meeting Order |
2. Comprehensive and modern program; and communication to all stakeholders.
The curriculum employs a systematic mechanism for teaching and learning management in supervising the learning process with persons involved in determining supervising the teaching and learning process as follows:
1) The Academic and Research Department is responsible for supervising the teaching process by allowing teachers to record. Teaching each week that he teaches and if the teacher does not teach, there are various tasks. There will be a teaching note to replace missing weeks to complete the teaching plan. In TQF.3 and TQF.4 and summarizes the teaching report of instructors for Course Management Committee.
2) Teaching supervisors are responsible for following up the teaching plans and teaching methods of the teachers. Instructor by A Supervision is scheduled to be held once per semester and the result will be notified. Supervise the teaching of instructors to the program administration committee.
3) Examination Critical Committee is responsible for examining the exam format in accordance with the Evaluation teaching plan to develop students from TQF 3 and notify the results of the exam to the curriculum administration committee.
4) The Verification Committee is responsible for considering both TQF 3 teaching plans and results. Student learning and notifying the results of the verification to the Executive Committee course project advisor/professional internship/cooperative education in charge counseling students supervise and monitor the progress of the project and provide supervision.
The students from the teaching establishments have implemented the course requirements. To achieve targets at the subject level the instructor will Specify clear teaching methods in TQF.3 And the development of student learning outcomes, taking into account the expected learning outcomes, and improvement according to the suggestions of the students.
Evidence:
Stakeholder Communication channel
3. The design of the curriculum is constructively aligned with achieving the expected learning outcomes
The courses are designed and formulated based on the expected learning outcomes. Outcomes are based on how well the courses are performing to achieve the institutional goals.
Performance:
1. Accounting Seminar subject is about learning through doing The project is teaching and learning that focuses on students.
Practice the process of making a project from setting up and determining the topic of the project, searching project information and related knowledge Project proposal writing project planning Project implementation or project development project book writing, and presentation Both oral and poster projects to provide students with knowledge and skills in work on projects and be able to further develop innovations at the same time help the community to develop Improve community business to be more efficient, such as giving The students went to the area to meet with the community.
Discuss problems with the community about accounting records and then design/improve accounting records. presented to the lecturer an accounting project to carry out the design/improvement of accounting records for the community, This activity puts students into practice and helps to solve problems/improve their performance.
Seminars and discussions are teaching and learning that focuses on students to practice. communication skills through presenting interesting and up-to-date topics related to the course that students studying through questioning, expressing opinions and drawing conclusions from the issues discussed by leaders seminar organizers and seminar participants, enabling students to exchange knowledge Know how to accept different opinions and encourage creativity.
Knowledge issues that have been applied to the creation of innovation increase professional expertise.
Study tour:
Instructor Bringing students to study field trips in the work area Real or professional interest entities to which students can bring knowledge and experience obtained from study visits for self-development Used to make decisions in choosing business council and prepare for the next internship Improved community account records.
The five primary domains of morality and ethics, knowledge and understanding, cognitive and interpersonal abilities, and numerical and information literacy skills constitute the foundation for the course learning outcomes. The Program Learning Outcomes (PLO) and the Course Learning Outcomes (CLO) are aligned by the manner the CLOs are framed. When creating their lesson plans, program instructors make sure that the CLOs and the course learning objectives are linked. This is how the curriculum’s design complied with the anticipated learning outcomes.
The main goals of PLOs and CLOs are to help students become more effective speakers, problem-solvers, and thinkers. Their teaching methods are altered in accordance with the student’s competence level to enhance the student’s abilities in all areas. The summative and formative assessment methods are used to evaluate and enhance their skills. To gather the perspectives of stakeholders and goals for the courses, the academic staff and teachers developed solid connections with them. Learners complete an online course evaluation survey each semester. The course coordinator looks over this input and data to update the CLOs and PLOs.
A student who graduates with a major in accounting should be able to:
PLO #1 Core Knowledge and Skills:
- Demonstrate fundamental knowledge in core functional areas of business.
- Apply business research skills.
- Demonstrate competency in key accounting areas.
PLO #2 Critical Thinking:
- Create evidence-based solutions to business problems or opportunities.
PLO #3 Ethics:
- Determine appropriate responses to a business situation in light of professional standards.
PLO #4 Communication:
- Produce effective written business reports.
- Deliver effective oral business presentations.
PLO #5 Teamwork:
- Demonstrate effective and collaborative interpersonal skills in a team setting.
PLO #6 Diversity:
- Understand the dynamics, benefits, and challenges of diversity and inclusion within teams or organizations.
Evidence:
4. The design of the curriculum includes feedback from external stakeholders
The curriculum is revised in 2022 based on the external stakeholders’ demand and changes of The International Education Standards (IES) comments from employers, graduates, study visits, Internship supervisors, industrial experts, and students’ feedback to fulfill the current and future expectations of the industry. The stakeholders are requested to submit the survey forms through various communication channels such as the mail and google docs.
Evidence:
5. The curriculum is logically structured, properly sequenced
Graduate Program The assessment of learners’ learning has been examined by bringing the student’s study results to the annual committee meeting and the Faculty to certify the results of the study and supervising the assessment of teaching and learning management and assessing the curriculum by curriculum. The evaluation results are reported in TQF.5, which has the effect of teaching methods that make achieve the learning outcomes specified in the course details problems with teaching methods have been identified.
- Year 1: Learners are able to learn the general education courses to boost their communication skills, reading-writing and interpersonal skills in an international environment with
- Year 2 to 4: Core accounting, taxation, finance, and other business-related subjects have been offered and students gradually improved and developed 21st-century skills, thinking, and analytical skills from the beginner level to the advanced level to cope with the global competition.
- Finally, Term 2 offers internship training for the students wherein they were allowed to get trained in the industry in order to gain real-time experience.
Evidence:
6. The curriculum has the option(s) for students to pursue major and/or minor specializations.
There is a total of 30 Credits for the General Education courses offered in the program.
Core courses are total of 39 credits
Major in accountancy courses with are total of 42 credits
Professional courses are a total of 12 credits to be chosen by the students.
There is a free elective course for 06 credits which is offered by St Theresa International College that is not repeated with the already learned subjects.
Evidence:
7. The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum
To develop, construct, or update the curriculum in accordance with the standards of the College, the curriculum or program authorizes and appoints a committee made up of individuals from both internal and external of the college. To approve the new curriculum similar steps always follow by the committee:
- The curriculum or program takes into consideration the development of a new curriculum or program or revision of the current curriculum the findings of the achievement assessment based on the goals of the current curriculum and information obtained from those associated with the program or stakeholders, such as entrepreneurs, graduates, professional organizations, graduate users, etc.
- The appointed committee manages to create a curriculum document by developing or improving the curriculum in accordance with the philosophy, aims, structure, and course material of the curriculum.
- The designated committee updates or develops the curriculum in accordance with the requirements of the curriculum standards.
- Prior to submitting the draft revised/improved curriculum for faculty approval, the committee holds a public hearing meeting to assess it.
- The committee asks the faculty to approve the draft of the amended or developed curriculum.
- The draft revised/developed curriculum is submitted by the faculty to the College Academic Council for approval.
- The draft revised/developed curriculum is presented to the College Council by the College Academic Council for approval.
- With the College Council’s blessing, the curriculum can be put into practice.
- The College submits an application to the Office of Higher Education Commission for the curriculum’s recognition.
Evidence:
Program Structure and Yearly Meeting
8. The curriculum is aligned with the Higher Education Qualification Framework Standards’ learning outcomes
In compliance with the OHEC, the program has checked and monitored all standards. The learning outcomes in the curriculum (TQF2) are in line with the college’s or university’s vision, mission, and educational philosophy.
By using or making reference to the five learning outcomes domains listed in the standard qualifications framework for Bachelor of Accountancy programs,
one may also determine the ideal qualities of graduates. Through the process of mapping learning objectives, these outcomes are then used to assign and reflect on all curriculum courses. 1) Knowledge, 2) Cognitive Skills, 3) Interpersonal Skills and Responsibility, 4) Analytical and Communication Skills, and 5) Moral and Ethical Development.
Evidence:
9. The Higher Education Qualification Framework Standards’ learning outcomes result from curriculum management
The Standard Qualifications Framework for Undergraduate Programs requires that all graduates of the Bachelor of Accountancy program offered by the college/university’s Faculty of Business Administration meet the minimum requirements for learning outcomes. The committee charged with developing, designing, or updating the curriculum in accordance with the requirements of the College is appointed by the committee charged with approving the curriculum or program. According to the philosophy, aims, structure, and course material of the curriculum as well as the curriculum standards criteria, the appointed committee develops or improves the curriculum and manages to produce the curriculum document. The designated committee develops or enhances curricula in accordance with the criteria for curriculum.
Evidence:
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
5 items |
IQA(1-9) |
1,2,3,4,5,6,7,8,9 |
9 items |
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 | Curriculum Revision Meeting Order |
| 3.1.1.2 | Stakeholder Communication channel |
| 3.1.1.3 | TQF 2 |
| 3.1.1.4 | Graduate Survey Employer Survey TQF-5 sample |
| 3.1.1.5 | Curriculum Mapping |
| 3.1.1.6 | Curriculum Revision Meeting order Graduates Survey Employer Survey |
| 3.1.1.7 | Program Structure and Yearly Meeting |
| 3.1.1.8 | Curriculum Mapping |
| 3.1.1.9 | TQF 2 Sample TQF-3 Sample TQF-5 Verification of Learning Outcomes |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 3.1 | 5 | 3 |