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
Based on the OHEC guidelines, the Bachelor of Science Aeronautics program is designed by the college and approved by the Ministry of Higher Education, Science, Research and Innovation. The course focuses on outcome-based education to prepare students to face challenges across the globe. Study visits and invited talks were arranged for the students to gain real-time experience thereby correlating their classroom knowledge to improve their higher-order thinking skills to handle the real-time situation when they go for a job after the completion of the course. The teachers were also well experienced and had undergone training, workshops, and seminars to improve their skills to teach modern technologies about the aviation industry. The AR program PLOs and CLOs are focused on the betterment of students’ high-level thinking, to expand their wide opportunities and to give the best learning experience.
In order to keep the curriculum up-to-date, modern and industry oriented, experts from Aviation school and industries, Academicians, graduates and Alumni were invited.
After a couple of meeting with all the Industry experts and Council members, the curriculum was updated.
3 new professional groups were introduced in the new curriculum namely: flying, other Aviation jobs and Aviation English. This major change was brought mainly to meet the current industry needs.
Eastern Economic Corridor
Shift east and demand for air travel is increasing in Asia, a significant number of new opportunities in the aerospace manufacturing and MRO industries are being created. Thailand is on a prime geographic location with industrial expertise which can leverage to achieve a quick win in the aviation business.
Strategically situated in the heart of Asia, Thailand is a center of commercial aviation in the region, with many key international aircraft manufacturing companies conducting operations here. The expansion of U-Tapao International Airport as part of the Eastern Airport City (EECa) development will potentially turn the country into an aviation hub of Asia in the forthcoming future.
The increasing numbers of aircraft fleets within the region will provide plenty of opportunities to explore, especially in higher tiers of aviation manufacturing. As a hub of auto parts production, Thailand possesses a wealth of expertise in Tier 3 and Tier 4 composite manufacturing for original parts manufacturing (OEMs). The emergence of the MRO facility also accommodates the production of aircraft parts and aircraft-related products, putting Thailand in a strong position to establish itself as a regional center for MRO services.
By keeping all these factors in mind, it is so evident that the segregation of three new professional groups is an apt idea at this moment, wherein the graduates from this curriculum can have a wide array of opportunities.
Evidence:
Curriculum Revision Meeting Order
TQF02- 3 New Professional Groups
Revised content
Expected career opportunities – Eastern Economic Corridor
2. Comprehensive and modern program; and communication to all stakeholders.
The courses are designed and formulated based on the industry’s current expectations and requirements. The old curriculum had a narrow path for pilot studies. After having consecutive meetings and discussions with various stakeholders of the program, the academic council decided to have three major career paths for students. As a result of this the new curriculum was framed, wherein the students were given the freedom to choose their own career paths in the final year. The three new career focused majors were based on flying, other aviation jobs (such as Ground handlers, Flight operations etc.) and aviation technical English. Such changes were communicated to the stakeholders as follows:
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Stakeholder |
Mode of Communication |
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Students |
Orientation |
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Instructors |
1.Orientation 2.Department meetings |
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Internship Hosts |
Internship visits |
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Employer |
Alumni |
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Ministry of Higher Education |
TQF2 |
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Flight Schools |
During study visits |
Evidence:
TQF02- 3 New Professional Groups
3. The design of the curriculum is constructively aligned with achieving the expected learning outcomes
The Bachelor of Science AR program curriculum is framed based on the Program Learning Outcome which is derived based on the institutional vision and mission.
The Course Learning Outcomes are based on the five major domains namely moral and ethics, knowledge and understanding, cognitive, and interpersonal skills, and numerical and information literacy skills. The CLOs are framed in such a way that they are aligned with the PLOs. The program instructors make sure that the lesson learning outcomes are aligned with CLOs when they make their teaching plans. This is how the design of the curriculum aligned with the expected learning outcomes.
PLOs and CLOs are focused to improve the student’s attitude, behavioural, knowledge, problem-solving skills, teamwork and coordination. Based on the student’s skills their teaching strategies are modified to improve the student’s skills in all aspects. Their skills are evaluated and improved by the formative and summative assessment methods. The teachers and academic staff created a good bonding with the stakeholders to collect their feedback and expectation in the courses. Every semester students submit their online course evaluation survey. This feedback and data are reviewed by the course coordinator to revise the CLOs and PLOs.
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Course Learning Outcomes |
Program Learning Outcome |
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Learning Outcome 1 Moral and Ethics |
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E1 – Aware of the value and morality, ethics, sacrifice and honesty |
· Have morals and ethics · Discipline in the study and life Responsibility towards oneself and society · Good personalities and able to express themselves appropriately |
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E2 – Be disciplined, punctual and responsible for oneself and society. |
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E3 – Respect the rules and regulations of the organization and society |
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E4 – be able to analyze the impact of the aviation industry on individuals organizations and society |
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E5 – having academic and professional ethics |
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Learning Outcomes 2 Knowledge learning outcomes |
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K1 – Have knowledge and understanding of key principles and theories in the content studied. |
· Have basic knowledge of mathematics and basic science including starting to learn about the basic rules of aviation, airports · Have additional basic knowledge of air navigation and air traffic, Aircraft structure and materials, aviation regulations · Professional knowledge in the aviation industry, aviation regulations and safety · Knowledge of various systems of the plane and human factors affecting flight · · Have knowledge and understanding of aviation accident investigation principles, and learn various systems of aircraft |
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K2 – Be able to analyze problem and, understand and explain aviation requirements. |
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K3 – Able to apply knowledge, skills and use of appropriate tools to solve problems. |
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K4 – Be able to analyze, design, and improve aviation management systems to meet professional requirements. |
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K5 – Be able to integrate knowledge in the study with knowledge in other fields. Related |
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Learning Outcomes 3 Cognitive skills learning outcomes |
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C1 – Develop concepts with careful consideration. under the sufficiency of information and systematically |
Able to apply basic knowledge of human factors in aviation, flight safety Have in-depth knowledge and skills in specific professional subjects and air navigation management such as meteorology, aircraft components and systems, flight performance aircraft performance control Preparation of aviation information and airport management Have sufficient knowledge and skills for further study at a higher level |
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C2 – be able to solve problems with scientific processes |
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C3 – be able to solve complex problems in learning management Propose solutions and lead to creative solutions. |
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C4 – Possess intellectual leadership in creative thinking and visionary development of learning management. |
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Learning Outcomes 4 Interpersonal Skills and Responsibilities |
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I1 – Able to communicate with a wide range of people and able to converse effectively in both Thai and foreign languages |
Have knowledge and skills, good human relations high responsibility, professional ethics, have a high level of English language skills and practice to take the exam and become a pilot Air Cargo Aviation Support Officer or related businesses |
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I2 – can provide assistance and facilitate resolving various situations in the group both in the role of leader and team member |
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I3 – Able to use knowledge in science to guide society on appropriate issues. |
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I4 – Be responsible for one’s own actions and responsible for work in the group. |
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Learning Outcomes 5 Numerical Analysis, Communication and Information Technology Skills |
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N1 – Skilled in using statistical or mathematical techniques to make creative decisions in interpretation. and suggest ways to solve problems or disputes |
Be able to search for information and knowledge Able to present or communicate in English |
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N2 – Be able to communicate effectively both verbally and in writing. Know how to choose and use presentation styles that are suitable for different problems and audience groups. |
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N3 – Able to select suitable information technology and communication techniques for data collection interpreting and communicating information and with caution Be deliberate in sharing information with others. This includes interacting with other people online. |
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N4 – Able to produce video or infographics Without copying other people’s work and having the right copyright |
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Evidence:
- TQF-3- Learning activities and Assessment Method alignment with the Learning Outcomes
- Curriculum Mapping
4. The design of the curriculum includes feedback from external stakeholders
The curriculum is revised based on the comments from employers, graduates, study visit supervisors, Internship supervisors, industrial experts, and students’ feedback to fulfil 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.
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Stakeholder |
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Students |
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Instructors |
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Internship Hosts |
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Employer |
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Ministry of Higher Education |
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Flight Schools |
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Graduates |
Evidence:
- Curriculum Revision Meeting order
- Graduate Survey
- Employer Survey
- TQF-5 sample
5. The curriculum is logically structured, properly sequenced
- The Bachelor of Science AR program is composed of – general education, major courses, required courses, and professional elective subjects.
- The B.Sc AR program study plan requires 8 semesters.
- Each study year plan integrates general education with major and required courses properly sequenced from introduction as basic knowledge to reinforcement and mastery as a specialized aviation program.
- The first-year study plan offered general education courses to cultivate the skill for global citizens and introductory science courses.
- The second and third-year study plan offers general education for enhancing lifelong learning, core and required aeronautics courses that cover the performance and technical aspects of flying.
- The fourth-year term 1 offers three different professional group electives for the students to choose their own career path.
- 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.
- In addition to this, the program also helps the students to develop their 21st-century skills through various activities throughout their four years study program inside the college describe what the program has done with respect to this criterion.
Evidences:
- Program Structure
- Yearly Study Plan
- Internship Objectives
6. The curriculum has the option(s) for students to pursue major and/or minor specializations.
The Bachelor of Science AR program offers six credits for free elective courses. The students can choose any courses available in the college. The old curriculum was framed mainly for the pilot career. In order to provide wider opportunities for the students, the new curriculum was designed in such a way that the students can choose any one of the three professional elective groups in their final year. The three streams were the flying group, the other Aviation jobs group and the Aviation English group. The students who wish to become a pilot can proceed with the pilot stream if they qualify for the Medical Class 1 exam. If not, they can opt for the other Aviation job group so that they can still work in the Aviation industry once they graduate. The students who are interested in Aviation Technical English Group can opt for that so that they can also work with Airport and Airline jobs mainly related to communication in Technical English.
Evidence:
TQF02- 3 New Professional Groups
7. The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum
System and Mechanism
- The curriculum or program designates a plan for the new curriculum or program development or revision of the current curriculum.
- The curriculum or program organizes assessments of achievement based on the objectives of the current curriculum.
- The curriculum or program takes the results of the achievement assessment based on the objectives of the current curriculum and information survey from those involved with the program or stakeholders such as entrepreneurs, graduates, professional organizations, graduate users, etc. and global and economic trends in society including opportunities and threats into the considerations of new curriculum or program development or revision current curriculum.
- The curriculum or program approves and appoints the committee those who come either from inside or outside the college to develop, design/update the curriculum according to the criteria of the College.
- The appointed committee develops or improves the curriculum according to the philosophy, objectives, structure and course content of the curriculum and curriculum standards criteria and manages to be a curriculum document.
- The appointed committee develops or improves the curriculum according to curriculum standards criteria.
- The committee conducts the public hearing meeting to review the draft revised/improved curriculum prior to submission to the faculty for approval.
- The committee proposes the draft revised/developed curriculum to the faculty for approval.
- The faculty submits and presents the draft revised/developed curriculum to the College Academic Council for approval.
- The College Academic Council submits and presents the draft revised/developed curriculum to the College Council for approval.
- The curriculum can be implemented after the College Council’s approval.
- The College submits to the Office of Higher Education Commission for acknowledgement of the curriculum
Assessment of the Process
As the institution has decided to follow the AUN-QA standard, the assessment committee has advised to incorporate explicitly the Program Learning Outcomes in the TQF 02.
Also they have suggested to reform the Instructors responsible for the curriculum, inorder to check the effectiveness of the curriculum management.
Improvement
As per the suggestions, the program administration committee advised the HR office to recruit a person who can be helpful in assessing the effectiveness of the curriculum Management.
Result:
Based on the suggestions and recommendations, the HR office has recruited Mr. Harywong Guptavanich in place of Air Chief Wallop Mesomsup.
Evidence:
- Program Committee Meeting Report
- Form 08
8. The curriculum is aligned with the Higher Education Qualification Framework Standards’ learning outcomes
The Curriculum is designed based on the Qualifications Framework for Thailand’s higher education system. The expected learning outcomes of the curriculum are based on the five domains namely: moral and ethics, knowledge and understanding, cognitive, interpersonal and numerical and information literacy skills. The curriculum has both generic and core courses and has a total of 120 credits.
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No. |
Key Performance Indicators |
Followed Criteria |
Not Followed Criteria |
Operational Results |
ID Evidence |
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1 |
At least 80 percent of regular faculty members attend meetings to plan, monitor and review the operation of the program of studies. |
Yes |
The faculty members attended all the meetings happened and as a result the program was able to achieve the desired output. |
Department Meetings |
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2 |
Curricular details follow from TQF 2 and confirm to the Thai Qualification Framework for Higher Education or competencies in the field of study (If applicable) |
Yes |
TQF 2 was approved by OHEC on 27 January 2016 New TQF 2 was approved by OHEC on 10th February, 2021 |
TQF2 |
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3 |
The details of every course and field experience (if applicable) follow form TQF 3 and TQF 4 and are available no later than the start of each semester. |
Yes |
All the lecturers submitted the TQF 03 before the start of the semester and also, they followed it. |
TQF3 & TQF4 |
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4 |
The performance reports of all courses and field experience (if applicable) are submitted, using forms TQF 5 and TQF 6, within 30 days after the end of each semester in which they were offered. |
Yes |
All the lecturers submitted their TQF 05 within 30 days after the end of the semester. |
TQF5 & TQF6 |
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5 |
The performance report of the program is finished, using form TQF.07, within 60 days after the end of each academic year. |
Yes |
The Program completed the performance report within 60 days after the end of the semester. |
TQF 7 |
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6 |
Student achievements are verified based on the learning outcome. standards specified in forms TQF.03 and TQF.04 (if applicable) for at least 25 percent of the courses taught in each academic year. |
Yes |
The students had 33 core subjects in the academic year and out of 35, 6 subjects of Term1 and 6 Subjects of Term2 are verified for the learning outcomes. It is found that the learning outcomes of the courses are achieved. |
Report on Verification of Learning Outcomes |
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7 |
The instructional methods, teaching strategies, or learning outcome. evaluation is developed or improved based on the performance assessment report (TQF.07) of the previous year. |
Yes |
Projects based on program learning outcomes were incorporated in the subject. The main objective is to enhance the cognitive skills, ICT skills etc. of the students |
Last Year SAR Assessment Results |
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8 |
All new faculty members (if any) receive orientation or advice regarding instructional management. |
Yes |
Sub.Lt. Capt. Harryvong Kuptavanich had received the orientation regarding the instructional management |
New Lecturer Orientation |
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9 |
All faculty members responsible for the curriculum receive training in academic and/or professional development at least once a year. |
Yes |
The faculty members attended Knowledge. Management Workshops. Our instructors received an IT workshop to work in the online platforms. TQF 7, Research and academic title workshops were also conducted. |
KM report, Research workshop, Academic title workshop. |
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10 |
The percentage of academic supporting staff (if applicable) who receive academic and/or professional development every year is not less than 50%. |
N/A |
No Support staff recruited yet |
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11 |
The average satisfaction level of senior students or new graduates towards the quality of the study program is not less than 3.5 out of 5.0. |
Yes |
All the final years students graduated. The graduated score towards the quality of the study program is more than 3.5. |
Graduate survey |
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12 |
The average satisfaction level of employers towards new graduates is not less than 3.5 out of 5.0. |
Yes |
The average satisfaction level of employers towards new graduates is not less than 3.5. |
Graduate user survey |
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Total indicators for each year |
11 |
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Number of indicators with Passing Scores, Only Indicators 1-5 |
05 |
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Percentage of Indicators 1-5 |
100 |
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Number of Indicators with Passing Scores |
11 |
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Evidence:
- Curriculum Mapping
- TQF 03- sample
9. The Higher Education Qualification Framework Standards’ learning outcomes result from curriculum management
The framework groups the kinds of learning expected of students into five domains and describes learning outcomes at each level in each of these groupings. The domains are:
- Moral and Ethics
- Knowledge
- Cognitive Skills
- Interpersonal Skills and Responsibility
- Analytical and Communication Skills
The learning outcomes are achieved through the curriculum as follows:
Moral and Ethics:
- The students were very punctual in attending the classes.
- Almost ninety-five percent of the students met the due dates in submitting the assignments and class work.
- Their participation in various activities such as classroom discussions, seminars, study visits, question-answer sessions both in the classroom and during visits, student affairs activities etc. Serves as evidence for the achievement of this learning outcome.
- The students meaningful involvement in the tasks assigned also serves as evidence for this domain.
Knowledge:
- The students performance in the class test, mid-term and final exams with respect to their knowledge in the fundamental concepts, theories and principles serves as major evidence for this domain.
- Also, the verification of learning outcomes showed that this particular domain is achieved.
- Even the students performance in the project work and presentation exhibited their achievement in this domain
Cognitive:
- The students approach towards attempting the case studies in mid-term and final exams exhibited their higher-order thinking skills towards the concepts learnt.
- The project work of the students proved that they have understood the concepts learnt in the classroom.
- Also, the performances of the students during their internship proved that they have achieved this learning outcome. The supervisor’s comments about the intern’s performance showed this.
Interpersonal Skills and Responsibility:
- This learning outcome is assessed through group activities such as Group discussions, Group presentations, and other team activities both inside and outside the classroom. This is mainly to assess their coordination with the other team members.
- Leadership skills are also assessed through these activities.
- In addition to that, their work culture during the internship training is also collected from the internship supervisors.
Analytical and Communication Skills:
- The students ability to use various scientific tools such as Flight computer, and Simulator as well as online resources like the METAR website proved that our students have gained analytical and information literacy skills.
Evidence:
- TQF 2
- TQF-3
- TQF-5
- Project Reports
- Study visits
- Verification of Learning Outcomes
Self-Assessment
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Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
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…5 item… |
IQA(1-9) |
1,2,3,4,5,6,7,8,9 |
9 items |
5 mark |
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AUN-QA(1-7) |
1,2,3,4,5,6,7 |
level 3 |
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Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 3.1 | 5 | 3 |