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
The educational philosophy in a Bachelor of Accountancy program is typically stated and distributed to all participants, including students, teachers, staff, and outside partners. The program’s essential ideals, tenets, and objectives are represented by the educational philosophy, which also directs the development of the curriculum, instructional strategies, and the entire learning environment.
- The Bachelor of Accountancy program creates a shared knowledge of its mission, vision, and educational goals by clearly outlining the educational philosophy. This clarity aids all parties, but particularly students, in comprehending the goals of the program and what they can anticipate from their academic path.
- By communicating the educational philosophy, all stakeholders are guaranteed to be in agreement with the objectives and tenets of the program. It aids in coordinating the expectations of faculty, staff, students, and outside partners, establishing a feeling of community and teamwork.
- The educational philosophy offers a framework for curriculum development, which is guidance for curriculum development. It covers the main subject areas, abilities, and competencies that students should pick up while they are studying. It directs the choice of classes, teaching techniques, and assessment plans to make sure they complement the program’s philosophy.
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The teaching and learning strategies used within the program are influenced by the educational philosophy. It may place a strong emphasis on problem-solving, critical thinking, experiential learning, or other pedagogical strategies. Faculty members can match their instructional practices with the goals of the program and establish a unified learning environment by expressing the educational philosophy.
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For the objectives of external recognition and accreditation, it is crucial to articulate the educational philosophy clearly. The program’s compliance with educational standards and its capacity to meet the demands of students and the profession are evaluated by accrediting authorities and external stakeholders. The program’s dedication to high standards of instruction is demonstrated by its clearly expressed educational philosophy.
- At STIC, Bachelor of Accountancy programs may employ a variety of media, including program handbooks, websites, orientation sessions, faculty meetings, and advisory board meetings, to successfully communicate their educational philosophy. To ensure that the philosophy remains applicable and successful in attaining the program’s objectives, it should be reviewed on a regular basis.
2. The students can participate in the learning management process
B.ACC Students actively participated in the learning management process. Here are some ways in which students can engage and contribute to their own learning:
- Class Participation: Students actively participate in class discussions, ask questions, and contribute their insights and perspectives. This helps create an interactive learning environment where students can share their knowledge and learn from one another.
- Group Projects and Presentations: Bachelor of Accountancy programs involve group projects and presentations. Students can collaborate with their peers, take on different roles, and work together to complete assignments. This promotes teamwork, communication skills, and the ability to analyze and solve accounting problems collectively.
- Independent Study and Research: Students can take the initiative to delve deeper into specific accounting topics through independent study and research. They can explore areas of interest, conduct literature reviews, and even engage in empirical research or case studies under the guidance of faculty members or the lecturers.
- Practical Experience: Students always seek opportunities for practical experiences, such as internships, co-op programs, or part-time jobs in accounting firms or organizations. These experiences provide hands-on exposure to real-world accounting practices and help students bridge the gap between theory and application.
- Utilizing Learning Resources: Students can make use of various learning resources provided by the program, such as textbooks, online materials, databases, and academic journals. They can take ownership of their learning by exploring these resources, conducting self-study, and seeking clarification or guidance when needed.
- Feedback and Assessment: Students are actively engaging with the feedback and assessment process. They can review their assignments, projects, and exams to understand their strengths and areas for improvement. They can also seek feedback from faculty members, participate in assessment discussions, and reflect on their learning progress.
By actively participating in the learning management process, students can take ownership of their education, enhance their learning outcomes, and develop the skills and competencies necessary for a successful career in accounting.
3. The students can participate in the learning activities
Students who participate in class have studied the material well enough to introduce new concepts to their peers. This level of thinking goes beyond simple comprehension of text, and can also improve memory. Participation can also help students learn from each other, increasing comprehension through cooperation.
The department’s teachers encourage their students to pay attention, participate, and be interactive in order to understand accounting principles and its application fully.
During class activities, teachers actively monitor student participation, evaluating the degree of involvement, contribution, and interaction. This enables every teacher to evaluate both individual and group student engagement.
With Google Classrooms, the teacher uploads all of the course materials in a presentation format well in advance of the courses so that the students can read the material and get ready for class. This encourages active learning among the students. The same platform is also used to post assignments and tests for students to complete and turn in before the teacher-set deadline. The teachers expressed their appreciation for the work produced by the students and provided insightful input on the areas where the students needed to strengthen their skills and focus in order to be imaginative and creative.
Teachers and lecturers frequently ask for feedback from their students through surveys, questionnaires, or unstructured conversations. As a result, Teachers are more able to comprehend their viewpoints, preferences, and accomplishments. We appreciate their feedback and think it will help us enhance our teaching and learning strategies.
After their examination, which was part of the TQF5, students are surveyed about each course they were enrolled in at the end of the semester. This aids the educator in self-evaluation and improvement in problem areas.
Evidence:
- Student Participation in Google Classroom
- Lecturer Feedback on Student Work
- Student Feedback in TQF-05 regarding course and Teaching
4. The students are promoted to be lifelong learners through learning activities
Through a variety of learning activities, teachers are invested in their students’ success both inside and outside the classroom. The ultimate goal is to ensure that students become independent leaders and teachers who no longer need our support after they leave school.
The key to achieving this is through a continuous process of learning and growth.students in the Bachelor of Accountancy program are encouraged and supported to be lifelong learners with the development of new regulations, technologies, and accounting methods, the area is continually changing. Students need to cultivate an attitude of ongoing learning and professional development if they want to excel in their careers and adapt to these changes. The following are a few ways that bachelor’s in accounting programs encourage lifelong learning:
Curiosity and Critical Thinking:
Programs for bachelor’s degrees in accounting are designed to help students improve their critical thinking and curiosities. They are exhorted to challenge presumptions, pose questions, and look for a deeper comprehension of accounting ideas and principles. Inquiry-based thinking and intellectual curiosity are fostered as a result, which are crucial for lifelong learning.
The strategies teachers always applied to assist students in their pursuit of lifelong learning:
Enhance innovation skills:
Creative thinkers and people with a growth mindset are needed for modern business and technological models. To provide pupils the 21st-century talents they’ll need to succeed in the future, every teacher should work to foster the development of innovative capabilities in the classroom.
Cultivate a critical mindset:
Students who get instruction in critical thinking can develop into lifelong learners. Their inner critic will have something to mull over for the rest of their lives if you expose them to a diversity of opinions and concepts.
Promote self-directed learning:
We are ultimately responsible for our own education. It’s important to encourage students to continue their education after school. Giving kids this freedom at a young age can be advantageous for them in the long term. Students are more likely to remember what they learn when they take responsibility for their education.
It is essential to show them the advantages of accepting such obligations. These consist of improved self-esteem, a feeling of accomplishment, and the desired independence.
Research and Independent Study:
Programs frequently give students the chance to work on independent research projects. Through these exercises, students can investigate particular accounting topics that interest them, conduct literature reviews, and develop their research techniques. Students that conduct research gain the ability to recognize knowledge gaps, evaluate data, and improve the field of accounting expertise.
Encourage using technology:
Acquiring and improving skills, interests, information, and credentials is essential from school until retirement. As soon as they begin working, students must learn how to keep up with technology changes.
Frequently provide opportunities for professional growth, including guest lectures, seminars, and workshops. These activities give students exposure to business trends, cutting-edge technology, and modern accounting procedures. They give students the chance to stay current on industry changes as well as to improve their knowledge and abilities.
Evidence:
- Usage of Google Classroom in Learning Activity
- Usage of Learning Management System in Learning Activity
- Case Analysis Report of Students
- Student Presentations
- Usaeg of new Technology
5. The students are promoted to be creative thought, innovative, and have an entrepreneurial mindset
While a Bachelor of Accountancy program’s main objective is to help students improve their accounting knowledge and abilities, some programs also encourage students to be creative, innovative, and have an entrepreneurial attitude.
We have incorporated case studies and project assignments that revolve around real-world industry innovations like using several case studues, Attending in a Thailand National Accounting Competition which is organized by the TFAC. which help and encouraged the studetns to analyse, evaluate the business cases and judge the ability to think and solve it by fostering creative thinking and an entrepreneurial mindset.
Students are aware of taxation systems in thialand and shared the information how to calculate personal tax and to aware the citizen to pay tax on time without any penalty. Such type of creative works motivate the students and they were able to think indipendently.
Evidance:
6. The teaching and learning approach is improved continually and aligned with industry requirements and expected learning outcomes
The teaching and learning approach is typically improved continually and aligned with industry requirements and expected learning outcomes. This is important to ensure that graduates are equipped with the necessary knowledge and skills to meet the demands of the accounting profession.
To bridge the gap between theory and practice, By analyzing and solving accounting problems encountered in actual business scenarios, students gain a deeper understanding of the practical application of accounting principles. This approach helps align their learning with industry expectations and prepares them for real-world challenges.
In Intership, our studnents apply thier theoretical knowledge in real work environments, gaining practical insights and developing industry-relevant competencies. Such opportunities help align the teaching and learning approach with industry expectations.
Our graduates are working in the accouting and audit firms in which our curriculum and teaching strategy are well established to produce the talents as per the industy requiremnts and demands.
7. The classroom learning management is focused on a student-centered approach
In STIC Bachelor of Accountancy programs, the classroom learning management is indeed focused on a student-centered approach. This approach emphasizes active student engagement, collaboration, and individualized learning experiences. Here are the aspects of a student-centered learning management approach in a Bachelor of Accountancy program:
Active learning, in which students participate actively in their learning, is encouraged in student-centered classrooms. Students participate in activities including conversations, case studies, exercises in problem-solving, and practical projects rather than just passively taking in material. This method encourages analytical thinking, the ability to solve problems, and a greater comprehension of accounting ideas.
An strategy that is focused on the needs of the students must include collaboration. To finish projects, deal with issues, and share knowledge and viewpoints, students are encouraged to work in groups or teams. Effective communication, cooperation, and the capacity to function in a variety of groups are fostered by collaborative learning, and these qualities are highly prized in the accounting industry.
Students are encouraged to ask questions, express their opinions, and actively contribute to class discussions. This creates an inclusive learning environment where students feel empowered to voice their ideas, challenge assumptions, and engage in meaningful dialogue with their peers and instructors.
Technology is often integrated into student-centered classrooms to enhance learning experiences. We have our own dedicated computer labs where our studnets get the hands-on training of Accounting software Quickbooks, anlayse accounting data using Ms excels and other online resources, where our fresh graduateds are getting benifitted in real workplace.
8. Learning management is managed through various technics of information and communication technology systems with a student-centered approach
In a student-centered approach within a Bachelor of Accountancy program, learning management is often managed through various techniques of information and communication technology (ICT) systems. These systems are used to enhance student engagement, facilitate communication, and support individualized learning experiences.
We use Goolge lcassroom, Managemnt infromation systems, Learning management systems (LMS), such as Moodle, Blackboard, or Canva, platforms to provide a centralized hub for course materials, assignments, discussions, and assessments. Students can access resources, submit assignments, participate in online discussions, and receive feedback through the Classroom or via email..
Also use various online collaboration tools, such as Google Docs, Goole sheets, Microsoft Teams, to facilitate group work, discussions, and project management. These tools enable students to collaborate on assignments, share documents, and communicate in real-time, regardless of their physical location. They enhance teamwork, communication, and the exchange of ideas among students.
In covid 19, many students and teachers were suffered and we are able to teach on line using our intigrated online classroom technology to marge the gap between study.
Virtual classrooms facilitate student-centered learning by enabling active participation and interaction, regardless of physical location.
By leveraging information and communication technology systems in a student-centered approach, Bachelor of Accountancy programs can enhance student engagement, facilitate collaboration, provide personalized learning experiences, and offer greater flexibility in accessing learning materials. These ICT techniques support active student involvement, self-directed learning, and the development of critical thinking and problem-solving skills, all of which are essential for success in the field of accountancy.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
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|
…5….item |
IQA(1-8) |
1,2,3,4,5,6,7,8 |
8 items |
5 mark |
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AUN-QA(1-6) |
1,2,3,4,5,6 |
level 3 |
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Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 4.1 | 5 | 3 |