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 aeronautics major put its efforts into academic staff planning to ensure the appropriate quantity and quality of academic staff members. Adequate planning in this regard is essential to maintain a high standard of education and meet the institution’s goals and objectives.
Since a lecturer belonging to the aeronautics major has decided to resign from the position, for replacing, to effective curriculum management and assess its effectiveness, a request was made to the HR office to recruit a new lecturer. A dedicated new lecturer with an aeronautics background and industrial experience was recruited into the major.
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 tasks to be completed. The lecturers followed the plan and gave their best to complete it.
In the subsequent meetings, new changes in TQF3, TQF5, Exam question papers, and Blueprints were discussed with the lecturers. Meetings regarding QA at the program and faculty level were conducted which gave guidance to the preparation of documents and the plans for assuring quality.
Several workshops and seminars were conducted during the course of the academic year to rejuvenate 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.
The lecturer in the department were also sharing their knowledge about their expertise to the fellow lecturer by conducting workshops regularly. Workshops like “Internship Duties and Responsibilities of the Internal Advisor” and “Research Possibilities in the absence of experimental setup or labs” were conducted. In those workshops, the lecturers were sharing their thoughts to their colleagues which helped them to transfer their knowledge.
Regarding the quantity of academic staff belonging to aeronautics major is maintained as five. A new lecturer was recruited and inducted into the aeronautics major. An orientation meeting was conducted to guide the new lecturer about the rules and regulations of the institution and the role of that lecturer in the academic year.
Evidence:
- Manpower plan
- Recruitment Process
- FBA plan 2022
- TQF-02-Section 6- Faculty Development plan
- Quality of Program Instructors
- Performance Evaluation
- Faculty Development Programs
- Department Meetings
- Academic Title workshop
- Knowledge Management Workshops
- Internship Duties and Responsibilities Workshop
- Workshop on Research Possibilities
- Accreditation Report
- Last year’s SAR results
- Student Feedback on Lecturer
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.
All the lecturers in the aeronautics major are 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.
Each staff’s workload is shared to 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 allotted to each lecturer based on 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
- Performance Evaluation
- Staff feedback
- Outcome Assessments
- Training & Development
3. The competencies of the academic staff are determined, evaluated, and communicated
Competent and skilled academic staff are essential for delivering high-quality education, conducting research, and contributing to the institution’s overall success.
For delivering high-quality education to the students, the lecturers are asked to prepare a teaching plan and assessment plan that aligns with the course and program learning outcomes. This teaching and assessment plans are review by the Head of the aeronautics 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.
The questions prepared by the lecturers for conducting midterm and final examinations are scrutinized by atleast three reviewers so that the lecturer amends the questions to be competent and make the students to use their cognitive skills.
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 in the next year and improvement plans. This helps the staff members to evaluate themselves and do the needful to achieve the goals.
Evidence:
- Competency Framework
- Competency Assessment
- Self Assessment
- Peer reviews
- Evaluation Criteria
- Performance Evaluation
- Assessment Results
- Development plan
- Professional Development Plan
- Communication of Expectations
- Staff Handbook
- Job Description
- Department Meetings
- Performance feedback
- Staff Development Initiatives
4. The quantity of academic staff and duties allocated are appropriate
It is crucial to ensure that there is an appropriate number of academic staff members to effectively deliver quality education, conduct research, and fulfil administrative responsibilities. The duties of the academic staffs are allocated appropriately based on their educational background, their areas of expertise, and 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 were discussed and in the department meetings. The staffs 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.
Evidence:
- Staff-to-Student Ratio
- Work Load allocation Record
- Feedback & Surveys
- Performance Evaluation
- Staff Retention & Turn over rates
5. The performance assessment of the academic staff is based on a merit system that accounts for teaching, research, and service.
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.
Evidence:
- Performance Evaluation Criteria
- Performance Evaluation Records
- Documentation of Teaching Evaluations
- Feedback from Students
- Feedback from peers
- Course Evaluation
- External Reviews
- Research Productivity Records
- Publications
- Conference Presentations
- Performance feedback & Development plans
6. Duties and responsibilities of academic staff allocated are clearly stated and communicated to all staff
Clear and effective communication of these responsibilities is essential for ensuring that staff members understand their roles, contribute effectively and align their efforts with the institution’s goals.
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.
Evidence:
- Staff Handbook
- Job description
- Employment Contract Sample
- Communication Channels
- Department Meeting
- Email Communication
- LINE Group Communication
- Performance Evaluation & Feedback
- Staff Acknowledgement & Confirmation
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 information, such as surveys, performance evaluations, self-assessments and future development plans to identify the training and development needs of the academic staffs. The department advices the lecturers to pursue a Doctoral degree and provide facilities to carry on with the higher studies in part-time mode.
The department has also allocated funds to develop teachers on the potential of academic/professional skills consistent with the vision of the institution. (KM, IT, Research, QA)
For the lecturers to share their knowledge and teaching methodologies with other departments and faculties, a knowledge management presentation is conducted in each semester which helps the lecturers to develop their abilities to know about new teaching methodologies.
The department has demonstrated a commitment to systematically identifying and aligning the training and developmental needs of academic staff with the program requirements. Through ongoing evaluation and improvement, the department can further strengthen its practices and foster a culture of continuous learning and professional growth among its academic staff.
Evidence:
- Training and Development Budget Plan for the Academic Year
- Training needs Assessment
- Professional Development Plans
- Training Programs & Workshops
- TQF Workshop
- Workshop on “Research Possibilities in the absence of experimental set up or labs”
- Workshop on “The internship duties and responsibilities of the internal advisor”
- Knowledge Management Meeting Report
- Training Evaluation
- Staff Performance and Program Outcomes
8. Performance assessment is brought to be part of program management.
Integration of performance assessment allows for the systematic evaluation of program outcomes, faculty effectiveness, and overall program success.
Performance assessment data were collected by using methods like student evaluation about the courses taught by each lecturer, and performance appraisal. These data were carefully analysed to find the strength and weaknesses of the lecturer. Performance assessment also provides faculty members with valuable feedback on their teaching effectiveness, research contributions, and service commitments. This feedback helps identify strengths and areas for improvement, enabling faculty members to enhance their performance and continuously develop their skills and knowledge. This ultimately leads to improved program delivery and student learning experiences.
By regularly reviewing assessment results and implementing strategies to address identified areas of concern, the department ensures that the program remains responsive to changing educational needs and industry requirements.
Evidence:
- Performance Assessment Policy
- Performance Evaluation Processes
- self assessment
- Peer Review
- Supervisor Evaluation
- External Assessment
- Performance Improvement plans
- Training and Development Programs
- Communication and transparency
9. Academic staff, students, and communities are together to create learning experiences
Efforts are taken by the department to foster collaboration between academic staff, students, and communities in creating meaningful learning experiences. By involving all stakeholders in the educational process, the institution aims to provide holistic and engaging learning opportunities.
As a requirement for Degree completion, the students are required to do an internship in the aviation industry. During their internships, by addressing community needs and collaborating on projects, students develop empathy, cultural awareness, and civic engagement, while also contributing to community development.
There were also international students in the department who have undergone internships at aviation industries in Thailand, which have developed unique learning experiences.
A pinning ceremony is conducted so that the students realize they are growing and have added responsibilities.
Students have developed critical thinking, problem-solving, communication, and teamwork skills, along with a deeper understanding of societal issues and community needs while doing their internships are transferable which can prepare students for future challenges and empower them to contribute positively to society.
Evidence:
- Budget Plan 2022 regarding Academic Service
- Pinning Ceremony Report
10. Academic staff integrates Arts and Culture into learning management
The incorporation of arts and culture aims to enhance the educational experience, foster creativity, and promote creative expression and cultural exploration while learning according to the program and course learning outcomes.
A course on Airline Industrial cross-cultural communication is being taught as an initiative to integrate arts and culture into learning management. This course allows the students to develop a broader understanding of various cultures. As a part of this course, the students have to present the culture of any of the countries of the world in an art form. This develops critical thinking among the students and also provides opportunities for self-expression, students develop confidence, creativity, and a sense of agency in their educational journey.
The lecturers facilitate a more holistic and engaging learning experience by integrating roleplaying as a teaching methodology. Through this class activity, the students are provided chances to act as employees in the aviation industry and solve real problems which may arise during their employment. This active engagement of students in roleplaying integrates arts and culture that empowers them to take ownership of their learning.
Evidence:
- TQF-3- Airline Industrial Cross-Cultural Communication
- Inter-Cultural variety Show
- Assessment Rubrics
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 3 |
||
Evidence
Indicator 6.2 Doctoral degree qualification
Performance
As of now, all the teachers belonging to the aeronautics major are qualified with a Master’s degree only. Even the assessor who assessed the reports last year advised the teachers to pursue higher studies and Doctoral degrees to be eligible to consider for scores in the indicator.
A department-level meeting was conducted to discuss about the possibilities of the teachers pursuing research-oriented Doctoral degrees. During the meeting, the facilities and the help that the college provides for the teachers to do a Doctoral degree was discussed. The college allows the teachers to do a doctoral degree in part-time mode and can appear for their course work and research-related work without affecting the regular semester in which the teacher teaches. The teachers can also avail of business leaves for doing their research work after consulting with the management and administrators.
A teacher from the major has appeared for the entrance examination for pursuing a doctoral degree from Sanjay Ghodawat University, India and is waiting for the results as of 11.06.2023. Once the results are published, the teacher will pursue a Doctoral degree, if the college is allowing him to do it.
……Calculation…..
Number of Instructors responsible for the program with Doctoral degree/Total Number of Instructors = (0/5)*100 = 0
Received Score = (0/20)*5 = 0
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
Percentage 20 |
IQA(1) |
ไม่มีอาจารย์ที่มีปริญญาเอก |
percentage 0 |
0 mark |
|
AUN-QA(ไม่มี) |
None |
Level …none…. |
||
Evidence
| Evidence No. | List of evidences |
| 6.2.1.1 | Minutes of Meeting _01_09_2022.docx |
| 6.2.1.2 | PhD entrance test mail.pdf |
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
Two separate research articles were published in Scopus-indexed journals by two of the teachers belonging to the aeronautics major and one research article was published in an International conference Proceedings by one of the teachers belonging to the major.
The weighted sum of academic output by Instructors responsible for the program/ Total Number of Instructors responsible for the program x 100 = 2.4/5 x 100 = 62%
Received Score = (62/20)*5 = 12.
Since the percentage of the weighted sum of published academic output produced by Instructors responsible for the curriculum is defined as 5 for 20% or higher, for 62%, 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 Related to The Stress in Operation of Air Traffic Controllers at Aerodrome and Approach Control Service, Don Mueang International Airport | Harryvong Kubtavanich | Social Evolution and History | Scopus | 1 |
| 2 | Design Optimization for Improving The Free Vibration Characteristics of Helicopter Main Rotor Blades | Hariramakrishnan.L | Journal of Northeastern University | Scopus | 1 |
| 3 | Structural optimization of engine nacelle fan cowl door hinge | Mari Prabu Govindan | Materials Today: Proceedings | Scopus | 0.40 |
Self-Assessment
|
Goal |
Performance (Qualitative KPI (items)) |
Self-Assessment |
||
|
Percentage 40 |
IQA(1) |
ผลรวมถ่วงน้ำหนักผลงาน 2.4/อาจารย์ผู้รับผิดชอบ 5 คน |
percentage 62 |
mark = 5 |
|
AUN-QA(ไม่มี) |
None |
level …none…. |
||
Evidence
| Evidence No | List of evidences |
| 6.3.1.1 | Research – Harryvong.pdf |
| 6.3.1.2 | Research -Hariramakrishnan.L.pdf |
| 6.3.1.3 | Research – Mari Prabu.pdf |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 6.1 | 5 | 3 |
| Indicator 6.2 | 0 | – |
| Indicator 6.3 | 5 | – |
| Overall Average | 3.33 | – |