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 Business Administration program at St. Theresa International College is “Aiming to produce graduates with knowledge, competence, and ethics”, the philosophy of the curriculum is in line with the college philosophy, where stakeholders can find information about courses can be obtained from many channels such as the website of the Faculty of Business Administration.
The Bachelor of Business Administration Program was revised regularly (at least every five years). In 2020, the current Bachelor of Business Administration Program was revised based on Outcome based education (OBE). The process of program development had clarified all stakeholder’s needs to formulate the program learning outcomes (PLOs) and aligned with the vision and mission
Every course was designed by formulated CLOs that aligned to the assigned PLOs. Then, the knowledge (K), attitude (A), and Skill (S) were identified to meet CLOs. The course specification consisted of course title, course requirements of pre-requisite and credits, CLOs (formulated using Bloom’s taxonomy and related knowledge, skill, and attitude), teaching and
learning strategies, formative and summative assessment methods, course description, outline, proportion of assessment methods, date of course revised, and learning resources.
Regularly (every semester) there is the process to update the course specification. The course coordinators with the related academic staffs reviewed the feedback of stakeholders and then revised the detail in course specification, and check the alignment to PLOs. The course specifications were approved by head of departments, Program Committee, and Academic Committee respectively. Nevertheless, the program incorporates the suggestions, comments, and verifications from the previous TQF 5 to keep abreast of industry requirements. The curriculum or program students will learn will include advanced information, upgraded learning technology, and understanding the modern context of education and the workplace.
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 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.
3. The design of the curriculum is constructively aligned with achieving the expected learning outcomes
Expected learning outcome(s) is extracted from a well-defined curriculum. Before teaching takes place, the school has scrutinized if such curriculum is constructively aligned with the intended learning outcome(s).
Many scholars have infinite definitions of learning outcome. One of the scholars says “A learning outcome is a clear and specific statement that identifies what learners must demonstrate at the level and standard required to successfully pass their study at program and course levels.”
When a program is using the constructive alignment approach to curriculum design, one basic activity is to choose and develop learning activities that are aligned with intended learning outcomes. That is, they are: likely to lead to learners achieving the specified learning outcomes for a particular teaching session, course or program and practical and appropriate to use within your current context and with available resources in the program.
The moment you have captured about how the course learning activities can provide learners with chances to elevate through these levels, the course might want to change the measurable assessment words that form the basis of its learning outcomes.
All the coursework as well as non-coursework activities within each curriculum have been designed to contribute, at least in part, to students‟ achievement of program expected learning outcomes. By integrating all teaching and learning processes along with non-coursework activities, all ELOs can be achieved.
4. The design of the curriculum includes feedback from external stakeholders
First-year students are introduced to the contents of Bachelor of Business Administration program during the summer semester. The detailed curriculum and syllabi are also available on College website, so students and stakeholders can refer to the curriculum structure and program specification. St. Theresa organizes annual enrolment consultations.
Through this activity, Faculty of Business Administration can introduce Bachelor of Business Administration program to high school students as well as parents across the country. In addition, on the first day of each course, lecturers introduce the detailed syllabus and assessment methods to students. Lecturers are also responsible for posting the syllabus on the Google classroom and LMS for students to refer to.
The Program will conduct survey to stakeholders and it will consider the feedback provided by them. The feedback will constitute to the development and design of the curriculum. Thus along with these factors, it will have its own system and mechanism, assessment process, improvement and development and lastly the result.
1. The curriculum or program will plan for a meeting and discus the significance of data in measuring success in relation to the attainment of the objectives of the curriculum.
2. A survey questionnaire will be carried out stakeholders particularly the students, the lecturers, the employers, the parents and others at the end of the academic year to assess the curriculum.
3. The curriculum or program will determine the findings of the survey, conclude and come up with recommendation(s) thus integrate in the development of the new curriculum.
4. The curriculum or program will write a draft of the new curriculum and present it college council for approval.
5. The curriculum or program will submit a final copy to the college to get final approval from the Ministry of Higher education, Research and Innovation.
6. The curriculum or program will be used by the instructors in every semester and recommend their ideas in TQF5 to improve the course plan and assessment plan.
The curriculum or program identifies areas with problems or lack of significance.
The curriculum or program will require a proposal from responsible lecturers to give insights on the new curriculum. The curriculum or program will go over on the progress of data utilization and identify the result.
The curriculum or program scrutinize the assessment criteria and its implementation after the curriculum revision
Improvement and Development
The curriculum or program was designed and it has to fulfill the assessment criteria to ensure the attainment and success of the objectives of the curriculum. The curriculum or program will continue to conduct a meeting between and among the lecturers, head of program and the dean to oversee what has not been achieved if there is any.
5. The curriculum is logically structured, properly sequenced
The program has set up a sequence of courses for the whole program starting from the foundation’s courses to the advanced course.
The program coordinator oversees the timing of the course offerings to ensure that the students will be able to enroll in the appropriate courses for their year level.
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 of year 4, offers internship training for the students wherein they were allowed to get trained in the industry in order to gain real-time experience.
Every term, the program coordinator sees to it that the students are enrolling the appropriate course in the prospectus. The students can smoothly learn as the courses they finished are linked to the past courses.
6. The curriculum has the option(s) for students to pursue major and/or minor specializations.
The BBA Program is just one of the programs under the Faculty of Business Administration with International Business, Logistics management, Tourism and hotel management.
The Program has only 3 major which is International Business, Logistics management, Tourism and hotel management is offered to any learner who wants to specialize in other venture, (Evidence: TQF 2). There is a total of 30 Credits for the General Education courses offered in the program
For minor courses, BBA Program has few and substantial courses to complete (out of the total or so needed for his or her degree) and can be related or unrelated to the main focus of their studies, i.e., his/her major.
Core courses are total of 42 credits
Major Required courses with are total of 39 credits
Elective courses are a total of 09 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.
7. The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum
Reviewing the BBA Curriculum is one of the essential things to do to meet the ever-changing global establishment’s requirements, particularly on the skills each graduate must possess before hiring and employing opportunities. One of the very first steps in curriculum design is to determine and articulate the goals and outcomes of the courses or program. It has to answer the question “What do you want your students to know, do, and value by the end of the learning experience?” Find out how will you measure their achievement and progress? Specify how will your course or program supports to the broader mission and vision of the college or university and discipline? These series of questions will aid us define the purpose, scope, and level of your curriculum, and align it with the relevant standards and frameworks.
The faculty appoints 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 member develop or improve curriculum according to the philosophy, objectives, structure and course content of the curriculum and curriculum standards criteria and manage to be curriculum document. The appointed committee members develop or improve curriculum according to curriculum standards criteria.
The whole program curriculum will only be updated after 5 years as stipulated in the TQF 2. The new curriculum for BBA Program in International Business, Logistics management, Tourism and hotel management was approved in 2020. The revision is now on-going for the new curriculum which will take effect in 2025.
However, the courses handled by the lecturers are updated according to needs of the industry such as change in policies, change is pedagogies , assessment methods and learning materials. It is the role of the lecturer and students to integrate changes a to meet the demands of the changing times or as need arises. This can be observed in the TQF 3 and google classrooms where the committee monitors the content of the course and its delivery and references. The teaching plans and syllabi are being reviewed before approval to ensure alignment of processes with the program learning outcomes. If there are suggestions, the lecturer is given a suggestion to make some revisions.
Continuous improvement is attained if there is continuous review process.
8. The curriculum is aligned with the Higher Education Qualification Framework Standards’ learning outcomes
The program has checked and monitored all standards in accordance with the TQF of the Ministry of Higher Education, Research, Science and Innovation. The learning outcomes in the curriculum (TQF2) that are in accordance with vision, mission and educational philosophy of the college /university. Also the desirable characteristics of graduates by utilizing or referencing the 5 domains of learning outcomes stated in the standard qualifications framework for undergraduate BBA program. Then, these learning outcomes are used to assign and reflect to all courses in the curriculum through learning outcomes mapping. 1)Ethical and moral development; 2) Knowledge; 3) Cognitive Skills; 4) Interpersonal skills and responsibility; and 5) Analytical and communication skills.
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No. |
Key performance indicators |
Followed |
Not followed |
Operational results |
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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. |
P |
The program instructors met six times in 2022 academic year for planning follow up and review |
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2. |
Curricular details follow form TQF 2 and conform to the Thai Qualification Framework for Higher Education or competencies in the field of study (if applicable). |
P |
The new TQF 2 was approved by the OHEC in 2020. |
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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. |
P |
The program requires the instructors to submit TQF3 7 days before the semester begins. |
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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. |
P |
The instructors are required to submit their TQF 5 within 30 days after completion the course. |
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5. |
The performance report of the program is finished, using form TQF 7, within 60 days after the end of each academic year. |
P |
The program completed the performance report within 60 days after the end of the semester. |
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6. |
Student achievements are verified based on the learning outcome standards specified in forms TQF 3 and TQF 4 (if applicable) for at least 25 percent of the courses taught in each academic year. |
P |
The learning outcomes were verified after reviewing TQF3, exam papers and TQF5. There were 12 subjects verified or 30% of the total subjects offered. Please see 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 7) of the previous year. |
P |
Minor improvements were made based on the previous report. Improvements to be made are noticed down from this academic year and it will be implemented in the near future. Based on the committee findings in AY 2022, the program addressed the following through
Please see the General Information Report of BBA Program for more details. |
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8. |
All new faculty members (if any) receive orientation or advice regarding instructional management. |
N/A |
No new full time instructor joined in the last academic year |
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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. |
P |
All instructors have undergone workshop and development seminar on teaching and learning more than 15 hours each during last year. |
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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 |
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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. |
P |
The senior students are very satisfied with the curriculum management and other services offered. |
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12. |
The average satisfaction level of employers towards new graduates is not less than 3.5 out of 5.0. |
P |
The employers evaluated the level of satisfaction on the job performance of graduates which is scored as 4.23. |
9. The Higher Education Qualification Framework Standards’ learning outcomes result from curriculum management
The Bachelor of Business administration program under the Faculty of Business Administration offered by the college/university has to ensure that it will educate the qualified graduates to meet the minimum standard criteria of learning outcomes according to the Standard Qualifications Framework for Undergraduate Programs in International Business, Logistics management, Tourism and hotel management. The components of quality assurance must cover at least six aspects:
1) Curriculum Standards
2) Expected Learning Outcomes
3) Curriculum
4) Learning Management
5) Evaluation/Assessment
6) Faculty Members
7) Students
8) Learning Supports
9) Output/Outcomes.
The college/university can determine the main attainment indicators for the curriculum management in accordance with the different criterion of curriculum in the components 1-9as follow:
At least 80% of the program responsible faculty members are involved in meeting for planning, monitoring, and reviewing program implementation.
There is the program specification (TQF2) in accordance with the Thai Qualifications Framework for Higher Education and TQF1 in all criteria.
The TQF 3 and TQF 4 of all courses must be prepared in accordance with TQF 2 and completed one month before the semester begins in every academic year.
TQF 5 and TQF 6 of all courses must be completed within one month after the semester ends.
TQF 7 must be completed within 60 days after the academic year ends
The students’ learning outcomes stated in TQF 3 and TQF 4 are verified at least 25 percent of all courses offered in each academic year.
The result of program implementation reporting in the TQF 7 of previous year has been utilized in improving the teaching learning management, teaching strategy, or learning outcomes evaluation.
All program faculty members are qualified according to the criteria of the Thai Qualifications Framework for undergraduate program in Nursing Science.
All new faculty members (if any) are given orientation, advisement or teaching learning management trainings.
All program faculty members obtain academic training or participate in teaching-learning and professional development at least 15 hour per academic year.
All support staffs obtain annual work development in accordance with their job responsibility.
The average satisfaction scores of senior students/ new graduates toward the quality of program is not less than 3.51 out of 5.00
The average satisfaction scores of employers toward new graduates is not less than 3.51 out of 5.00
The college/university can include more criterion based on its specific identity and the criterion specified in each year must be desirable for the program implementation.
Self-Assessment
|
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 |