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
In a Bachelor of Accountancy program, ensuring the quality and quantity of academic staff is crucial. But STIC Human resource department is skilled in the sense of hiring international Lecturers to conduct the programs.
A detailed plan was made and shared with the lecturers in the department during the first lecturer’s meeting of the academic year on the responsibilities of each lecturer and the tasks to be completed. The lecturers followed the plan and gave their best to complete it.
Lecturers are competent with the new technology and such as using Google classroom, Digital whiteboard instead of chalkboard. Adopting new policies and changes of TQF3, TQF5, Exam question papers, and Blueprints were discussed with the lecturers.
Several internal meetings and seminars were conducted during the course of the academic year to restore and guide the lecturers to work towards achieving the academic plan.
A Workshop on “The Academic title workshop for the Academic Staff” was conducted separately for Thai national and International lecturers to help them in the process of acquiring academic titles.
Evidence:
2. Staff workload is measured and monitored to improve the work quality
Effective workload management is crucial for maintaining a healthy work-life balance, ensuring productivity, and delivering high-quality outcomes.
allocated workloads examining the fairness and transparency of workload distribution, ensuring that tasks were assigned equitably based on staff expertise and capacity. It also considered whether workload allocation took into account individual strengths, professional development goals, and the overall balance of responsibilities. This ensured that staff members were not overwhelmed or underutilized, resulting in improved work quality as individuals could focus on their assigned responsibilities effectively.
staff’s workload is shared with them before the commencement of each semester by allocating the classes and time sufficient for the completion of the teaching plan mentioned in the TQF3.
Workloads are allocated to each lecturer based on subject, feedback and evaluation from the students in TQF5. This proactive approach enhanced work quality by enabling timely adjustments and ensuring that staff members had the necessary support and resources to meet their responsibilities.
Evidence:
- Workload Tracking Records
- Teaching – TQF, MIS Attendance Page
- Research Work – E-mail Tracking
- Academic Work – E-mail Communication – QA Office
3. The competencies of the academic staff are determined, evaluated, and communicated
Competencies consist of as follows:
- A competency consists of one or more skills whose mastery would enable the attainment of the competency.
- A competency is linked to all three of the domains under which performance can be assessed: knowledge, skills and attitude.
- Possessing a performance dimension, competencies are observable and demonstrable.
- Since competencies are observable, they are also measurable. It is possible to assess a competency from a teacher’s performance.
For delivering high-quality lectures to the students, the lecturers are asked to prepare a teaching plan and assessment plan that aligns with the course and program learning outcomes. These teaching and assessment plans are reviewed by the Head of the Accounting major and feedback is given to the staff member in a timely manner so that the lecturer makes changes and plans according to the requirements of the reviewer.
midterm and final exam questions are to be submitted for review on time to scrutinize by at least three reviewers so that the lecturer amends the questions to be competent and make the students use their cognitive skills.
In each department, lecturers are identified to do research for the academic year and are informed to do their research in the field of expertise. The lecturers have also done their research and have published articles in reputed journals which are indexed in Scopus.
At the end of the year, each faculty is submitting a performance appraisal report to the human resources department of the college which includes accomplishments, personal goals for the next year, and improvement plans. This helps the staff members to evaluate themselves and do the needful to achieve the goals.
4. The quantity of academic staff and duties allocated are appropriate
It’s difficult to state that there is an appropriate number of academic staff members to effectively deliver quality education, conduct research, and fulfill administrative responsibilities. The duties of the academic staff are allocated appropriately based on their educational background, their areas of expertise, and the personal choices made by the lecturers.
A plan regarding teaching-, research- and academic title-oriented duties were allocated to the lecturers is done during the start of the academic year and was discussed in the department meetings. The staff were monitored and regular updates were discussed in the subsequent department meetings so that the lecturers were meeting the timelines to do their duties.
The appropriate allocation of duties resulted in increased productivity and efficiency among academic staff members. By aligning workload with individual competencies, staff members were able to focus on their areas of expertise, leading to improved teaching quality, research outcomes, and administrative effectiveness.
Moving forward, the department should continue to monitor staff quantity and workload allocation, considering factors such as program growth, emerging needs, and evolving industry requirements. Regular reviews and adjustments will help maintain the appropriateness of staff quantity and workload allocation, ensuring continued success in delivering quality education and achieving program objectives.
5. The performance assessment of the academic staff is based on a merit system that accounts for teaching, research, and service.
Each faculty member is required to submit an annual performance appraisal report to the college’s human resources department. This report encompasses their achievements, personal goals for the upcoming year, and improvement plans. This process enables staff members to assess their own performance and take necessary actions to achieve their goals. Based on the performance appraisal report and subsequent review of it the staff member’s contract is renewed for the next academic year.
6. Duties and responsibilities of academic staff allocated are clearly stated and communicated to all staff
This ensures that all staff members understand their roles and can fulfill their responsibilities effectively.
The presence of written documentation, such as employment contracts, and staff handbooks outlines the duties and responsibilities of academic staff members.
Newly recruited lecturer in the aeronautics department is given orientation on the day of joining the institution by the Head of the department about their roles, duties and responsibilities so that the new lecturer comprehensively understands and follow it. Regular department meetings are conducted throughout the academic year to communicate the same to all the staff members. Emails are also sent to individual staff members as a reminder to do the duties allocated to the staff members. These reminders help the staff to complete their work within the time period.
7. The training and developmental needs of the academic staff are systematically identified and aligned to the program needs.
Systematically identifying and addressing these needs ensures that staff members have the necessary skills, knowledge, and competencies to meet the demands of their roles effectively.
The department gathers data, including surveys, performance reviews, self-evaluations, and future growth plans, to determine the academic staffs’ needs for training and development. The department offers facilities for teachers to continue their higher education on a part-time basis and advises them to obtain a doctorate.
The department has also committed monies to develop teachers’ academic and professional capabilities in accordance with the institution’s objective.(KM, IT, Research, and Quality Assurance)
Each semester, a knowledge management (KM) presentation is held to help lecturers develop their skills in learning new teaching techniques and share their knowledge and teaching techniques with other departments and faculties.
The department has demonstrated a dedication to carefully assessing and tying program requirements with the training and development needs of academic staff. By carrying out continual evaluations and improvements, the department can further develop its procedures and promote a culture of continuous learning and professional growth among its academic staff.
8. Performance assessment is brought to be part of program management.
By incorporating performance assessment into program management for accounting lecturers, the Bachelor of Accountancy program can ensure that lecturers are meeting the expectations of their roles. It promotes continuous improvement, professional growth, and the delivery of high-quality education to students.
At the end of the term, the lecturer is evaluated by students. This evaluation tool is built in the TQF 3 and TQF 5 of MIS system. The numerical value of the assessment is not presented in the system and can only be seen by the lecturer after the grades are released.
The lecturer’s strengths and flaws were thoroughly assessed using these statistics. Through performance evaluation, faculty members can also get crucial feedback on their success as teachers, contributors to the field of research, and volunteers. This feedback indicates a faculty member’s areas of strength and needs for development, enabling them to perform better and consistently advance their knowledge and abilities. Better program delivery and student learning outcomes follow from this.
The department ensures that the program is responsive to changing educational needs and industrial requirements by assessing assessment results on a regular basis and implementing initiatives to address identified areas of concern.
9. Academic staff, students, and communities are together to create learning experiences
The college’s organization culture is, STIC:
S = Sharing and Caring
T = Trustworthy, honest, correct, punctual
I = Inter-cultural competency, compatible with multinational cultures
C = Commitment to Quality
Guided by the above organizational culture, the academic staff, students and the people of the community exist harmoniously through different activities to create meaningful learning experiences for the development not only of the community but of the country in general.
The department makes efforts to develop collaboration among academic staff, students, and communities in order to create meaningful learning experiences. The institution hopes to provide holistic and engaging learning experiences by incorporating all stakeholders in the educational process.
Students must complete an internship in the sector as part of their degree requirements. During their internships, students acquire empathy, cultural understanding, and civic involvement while also contributing to community development by addressing community issues and working on projects.
While doing their internships, students developed critical thinking, problem-solving, communication, and teamwork skills, as well as a deeper understanding of societal issues and community needs. These transferable skills can prepare students for future challenges and empower them to contribute positively to society.
10. Academic staff integrates Arts and Culture into learning management
While studying in accordance with program and course learning outcomes, incorporating arts and culture aims to enhance the educational experience, foster creativity, and stimulate creative expression and cultural inquiry.
A course on cross-cultural management is being practiced as part of an initiative to incorporate arts and culture into learning management. Students can gain a more comprehensive understanding of other cultures through this course. Students are required to present any culture from around the world in an aesthetic manner as part of this course. Students’ ability to express themselves is encouraged while also developing their critical thinking skills. Students acquire self-assurance, creativity, and a sense of control over their educational career as a result.
By incorporating roleplaying as a teaching strategy, the lecturers promote a more comprehensive and interesting learning experience. Students have the opportunity to take on the roles of employees in Accounting and business and find actual solutions to problems that might occur in the course of their employment through this class activity. Students actively participate in roleplaying, integrating arts and culture to give them the power to take charge of their education.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
…5 item… |
IQA(1-10) |
1,2,3,4,5,6,7,8,9,10 |
10 items |
5 mark |
|
AUN-QA(1-8) |
1,2,3,4,5,6,7,8 |
level 4 |
||
Evidence
Indicator 6.2 Doctoral degree qualification
Performance
There is only one Lecturer who is holding a Doctorate Degree. All other lecturers are holding a Master’s Degree.
……Calculation…..
Number of Instructors responsible for the program with Doctoral degree/Total Number of Instructors = (1/5)*100 = 20
Received Score = (20/20)*5 = 5
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 – |
||
Evidence
| Evidence No. | List of evidences |
| 6.2.1.1 | Dr. Bhupesh Lohar |
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
The weighted sum of academic output by Instructors responsible for the program/ Total Number of Instructors responsible for the program x 100 = 2/5 x 100 = 40%
Received Score = (40/20)*5 = 10 the self-assessment score is calculated to be 5
ตารางแสดงข้อมูลผลงานทางวิชาการที่ได้รับการตีพิมพ์ ประจำปีการศึกษา 2565
| No. | Title | Name of the Lecturer | Name of Journal | Index | Weight |
| 1 | Factors of Core Competencies Influencing the Accounting Competencies of Thai Accounting Graduates for Working in The ASEAN Economic Community | 1. Tanawadee Kangnoi 2. Rubaba Nawrin 3. Bandyopadhyay Dwiptendra 4. Orawan Chanchalor | Journal of Higher Education Theory and Practice, 22(9), 493-501 (2022) | Scopus Q4 | 1.00 |
| 2 | The Effect of Social Media use on the Well-Being of the Thai Elderly in the Bangkok Metropolitan Region, Thailand | 1. Chiratana Greewong 2. Tanawadee Kangnoi 3. Somporn Naklang 4. Pornthip Layanan | Social Evolution and History, 11(9), 51-59 (2022) | Scopus Q2 | 1.00 |
Self-Assessment
|
Goal |
Performance (Qualitative KPI (items)) |
Self-Assessment |
||
|
Percentage 20 |
IQA(1) |
ผลรวมถ่วงน้ำหนักผลงาน 2 /อาจารย์ผู้รับผิดชอบ 5 คน |
percentage 40 |
5 mark |
|
AUN-QA(ไม่มี) |
None |
level …none…. |
||
Evidence
| Evidence No | List of evidences |
| 6.3.1.1 | Research Published in 2022 |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 6.1 | 5 | 4 |
| Indicator 6.2 | 5 | – |
| Indicator 6.3 | 5 | – |
| Overall Average | 5 | – |