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
Our Bachelor of Business Administration is an internationally recognized program fine-tuned to ensure that students are given a high-quality education. St. Theresa International College’s Faculty of Business Administration has the ultimate goal of helping students fully prepare for their future careers.
In addition to its rigorous coursework, college stands out for its commitment to real-life practice. As a Bachelor of Business Administration student, you will have the opportunity to apply and develop the skills and experience you will need to compete and excel in the professional world.
The program is designed to produce the Bachelor of Business Administration, which is a good human capital resource that has personal integrity, professional ethics, fellowship with society, and self-actualization through discipline in an academic and professional setting. A business student with an International Business, Logistics Management, or Tourism and Hospitality major will gain professional knowledge, practical knowledge, application knowledge, and research know-how that leads to problem-solving, knowledge application, and professional development integrating multi-disciplines and technologies in the field of classical and modern skills for real business and industry.
The Bachelor of Business Administration program crafted its expected learning outcomes and course learning outcomes from the St. Theresa International College Vision and Mission and Thailand Qualification Framework (TQF) attributes. For teaching and learning styles and strategies as an Innovative institute, the college or university adheres to the Educational Philosophy from Perennialism to progressivism. In perennialism, the traditional approach to teaching, which is teacher-centered, gives learners no or less chance to perform classroom activities because they are monopolized by the teacher. However, in progressivism, which believes that individuality, progress, and change are fundamental to one’s education, Identifying students and their concerns to shape problems around them is the main philosophy for class activities and self-study time (mentioned in TQF3 for each course). Also, there are sub-topics on each course that are modified from the student feedback and/or alumni survey results and information (gathered through online surveys or administered onsite questionnaires, direct feedback from the industrial side, government organizations, and international partners (MOU), which are all stakeholders of the program).
Once the assessment for each semester is done, the program holds a meeting to check and discuss the variation in output and outcome for improving the teaching and learning style, strategies, and activities for the next round. One important thing is stakeholder feedback, which reflects or claims for each course, and then the program committees will gather together to assess, review, revise, and make a guideline to successfully reach the main goal of innovative education.
2. The students can participate in the learning management process
The St. Theresa International College’s Faculty of Business Administration, Bachelor of Business Administration program, conducted a meeting to plan for the upcoming term. Before starting the semester, all courses were available via the online Management Information System (MIS), or the registration office posted them on bulletin boards for walk-in applicants to see. Registered students would be informed about enrolling in courses on the STIC website. The course coordinators and the instructors distributed lesson plans with materials and/or assignments to the students on the online platform called Google Classroom. The course requirements and CLOs would be communicated to students on course orientation day, on the MIS, or through an STIC email given to them when they join classes. Therefore, the students understood their roles and responsibilities to participate in every teaching and learning activity and assessment. The course coordinator allowed students to be involved in the teaching and learning process, such as making agreements or deadlines for learning activities, setting the submitted date for assignments, identifying the number of group members, and planning project work, presentations, and other classroom-related activities. The Bachelor of Business Administration program uses several teaching and learning approaches and strategies to ensure the attainment of both course learning outcomes and expected learning outcomes (see Table below). For courses that emphasize cognitive knowledge leading to the achievement of ELO, lectures are the main teaching approach. The elective courses for logistics management, international business, tourism, and hotel management, which are independently selected by an individual student, provide the knowledge necessary to comply with ELO. These learning management strategies were reflected in the TQF3 of the AY 2022–2023.
During course operation, students could be involved in the learning process by sending their opinions to the course coordinator and/or instructors, or they could send them directly to the Logistics management department head, the international business department head, the tourism and hotel department head, the dean, or the Vice President of Academic Affairs. After finishing, the course coordinators provided the students with an evaluation and feedback on the learning process through the course evaluation before they could check their own grades online.
|
Strategy/ Learning and Teaching Method |
Role of Teacher |
Role of Student |
|
1.Problem solving |
– Arrange/prepare problem situation for case study |
– Problem understanding, additional study, synthesis problem summary/solution suggestion, evaluation, written report |
|
2. Case study |
– Arrange/prepare case study under developed learning results |
– Understanding, case study, additional study, solution analysis/answer the question, case study discussion |
|
3. Problem-based teaching |
– Prepare the problem, patient case, document, report, related media – Provide data/answer the question, suggest the benefit source |
– Set the question that will bring to solution – Study, seek knowledge from the related benefit source – Evaluate self- learning |
|
4.Concept mapping |
– Concept setting to be studied/stimulated thinking |
– Think, analyze problem concept/question, thinking – Manage system and think process , create the relationship in components |
|
5. Group Discussion |
– Propose/discuss issue/subject to learn, arrange the debate process, support self learning |
– Study the standard-setting process, clear learning results – Group meeting to plan the debate, assign the related |
3. The students can participate in the learning activities
Several activities are also used to practice and train the students integration, adaptation, and application skills.
System and Mechanism: Student Development Activities
In order to manage activities both inside and outside of the classroom, the curriculum or program produces a systematic student development plan taking into account the opinions of all the program’s/curriculum’s instructors as well as the findings of the previous academic year’s evaluation.
A student development plan is suggested by the curriculum or program for approval by the faculty and college, respectively. The faculty and college must give their permission before the curriculum or program can move forward with its planned activities or projects. All projects and activities are carried out in accordance with the program’s curriculum and approved funds.
The curriculum or program evaluates and reports activities / projects to the faculty and colleges respectively
The curriculum or program brings evaluation results and suggestions as a data to improve the student development plan for the next academic year.
Core Subjects:
The students start to learn their core subjects from the second semester onwards. They will be learning about the technical subjects related to Business as well as the subjects necessary in the Hotel, tourism, logistics management and International business undertakings. Those core subjects are mentioned in the TQF 2.
This subject gives the students both knowledge of the past as well as the future of major industry advancements. To enlighten them and give them a better understanding of the conceptual and technical subjects, a scheduled plan to visit and get to know the industry, such as a Thai cargo visit and Thai customs and lebua at the State Tower Hotel, and these were also mentioned in the Operational Plan AY 2022 of the faculty to supplement the teaching and learning of the Core Subjects.
The students enrolled in Introduction to Tourism and Hotel and Tourism and Hotel Marketing created a tourism promotional video to capture the course learning. The videos are uploaded in the Google Classroom.
Year 3 Tourism and Hotel students made a Guest Cycle video as part of their assessment in the subject Rooms Division Management.
The students in the course Food and Beverage Operations demonstrated their skills in table napkin folding as part of the requirement.
Year 4 students (AB, LG, and TH) enrolled in Business Communication course made a Newsletter as part of the final output.
4. The students are promoted to be lifelong learners through learning activities
Lifelong learning could be known as the ongoing pursuit of knowledge. Some core skills of life-long learning include statistical competencies, Digital competence, Communication in the mother tongue and foreign languages, cultural awareness and expression competence, a sense of initiative and entrepreneurship, Social and civic competences, and Learning to learn. The most beneficial life-long learning skills for students are creativity, problem solving, critical thinking, leadership, communication, collaboration, etc. Beside providing students with specific knowledge and technologies, preparing them with learning methods, and inspiring their desire to learn, critical thinking and self-study skills are much more important. To equip students with lifelong learning skills, lecturers must instruct students on how to find information and documents. Through research activities, students develop critical thinking skills and are willing to accept new knowledge. In addition, students communicate well in their mother tongue or in English through the presentation of many reports during training time.
Students are classified under foreign language skills based on their TOEIC English entrance exam results. The program includes intensive English instruction aimed at ensuring the communication abilities of the students.
In Industry 4.0, Digital competence is one of the most important skills for business students. The BBA program integrates a lot of computing courses, such as IT for Logistics, Computer applications, and IT in hotels and tourism. All these courses connect students to their learning and further strengthen their digital competency.
Our task- and outcome-based learning promote lifelong learning among students. In line with the Higher Education Mission of integrating courses into research, academic service to the community, and arts and Culture, the BBA program has done different course integrations throughout the year 2022.
The program believes that learning does not only take place in the four corners of the classroom; therefore, students are engaged in classroom activities that require critical thinking, leadership, and teamwork skills.
Moreover, most of the co-curricular activities of the faculty are organized or facilitated by our students. Below are some of the faculty’s favorite classroom activities that promote lifelong learning.
|
Teaching-Learning Activities |
Role of Teacher |
Role of Student |
|
1.Seminar |
– Suggest, support the process, encouragement |
– Choose subject /knowledge/issue – Seek and collect modern knowledge – Analyze and conclude knowledge – Group meeting, make understanding, seminar pattern, job assignment |
|
2.Simulation |
– Prepare simulation, equipment, place (if needed) – Make understanding with students on learning results and learning and teaching methods |
– Role play or behavioral learning – Give opinion and feeling – Learning evaluation and suggestion |
|
3.Performance |
– Define issue and learning results – Facilitate, arrange learning framework and encourage suggestion and help in all required things – Observe and direct performance, role and interfere when occurred feeling to the expected excess role |
– Design performance in content, theme, learning result and divide the duty. – Learning evaluation and suggestion process – Make understanding on process and performance role, divide the role, study the role, display the assigned role. – Analyze feeling and self-control behavior |
5. The students are promoted to be creative thought, innovative, and have an entrepreneurial mindset
The employers, as the external stakeholders, required students to have creative and innovative ideas that aligned with the Faculty of Business Administration’s vision to enhance International business, Logistics management, tourism, and hospitality innovation for continuity of customer and consumer service. To achieve this skill, the BBA Program formulated a program learning outcome: Apply knowledge regarding basic research and innovative developments in business”. The program students exhibited their self-made enhanced simulator that is resilient to any situation and can help airlines solve unexpected circumstances in the future, like the previous COVID-19 pandemic.
The courses corresponded to the program’s learning outcomes. For example, in the first year, the courses “Computer Application Literacy” and Bright Ideas in Principles of Marketing, particularly product development that can be offered to the market for sale, developed the students’ digital literacy and entrepreneurial mindset. In the third year, the “Basic Research” course offered experiences in the development of mini-research and/or innovation in International business, Logistics management, tourism, and hospitality operations. In addition, every practicum course corresponded to designing the teaching and learning activities to promote creative thought and innovative ideas, such as project-based learning, technology-enhanced learning, and simulation-based learning.
Furthermore, the students were involved in extracurricular activities that promote creativity. The Faculty of Business Administration allocated a budget to support the innovative development projects of the students.
6. The teaching and learning approach is improved continually and aligned with industry requirements and expected learning outcomes
The Bachelor of Business Administration program with majors in International Business, Logistics Management, and Tourism and Hospitality continues to monitor its teaching and learning approaches in order to achieve the learning outcomes of courses and programs. Such teaching and learning processes were reviewed and revised according to the feedback of stakeholders, which includes current students, alumni, experts in the field of study, employers, and prospective students. The course coordinator and instructors designed the course specifications to correspond to the program, including the formulation of course learning outcomes aligned with program learning outcomes, updating contents and topic learning outcomes, creating teaching and learning activities, improving assessment methods, and allocating sufficient learning resources. The course specifications would be approved by the department committee and then submitted to the Faculty Dean for verification that they correspond to the program. The course specifications had final approval by the Academic Committee before submission to course specifications online, which would be endorsed by the STIC Academic Committee four weeks or a month before the semester started.
The course coordinators and lecturers had responsibilities to monitor teaching and learning processes to ensure that the students would achieve the course learning outcomes and contribute to program learning outcomes.
After completion, the course coordinators carried out course evaluations and received feedback from current students and lecturers. The results of the course evaluation and improvement plan were reported and submitted to courses online that would be endorsed by the Dean to the Vice President of Academic Affairs at STIC Academic Division within a month.
7. The classroom learning management is focused on a student-centered approach
Earlier, classroom management approaches centered on teachers, providing guidance on how to instruct pupils and manage their conduct. Effective classroom management in the twenty first century, on the other hand, necessitates a change to student centered approaches that place students at the center of the learning process. They must learn by doing things on their own, and they must be given the flexibility to traverse knowledge across their distance.
In the BBA program, it is best to collaborate with students to create a classroom environment that encourages exploration, stimulates students, and truly engages them in meaningful learning experiences. To avoid learning difficulties, one must master ways for developing strong teacher-student interactions and dealing with challenging students.
Students will practice accepting responsibility for themselves, making smart choices, and taking ownership of their own learning and experiences if one has a student-centered focus. A lecturer can help them with this process by designing activities with high levels of engagement and cultivating a prosocial learning environment that produces beneficial academic and social outcomes. This learning management system has the potential to change the classroom into a place where students take care of themselves and their learning.
8. Learning management is managed through various technics of information and communication technology systems with a student-centered approach
Since the start of 2019, our learning management has shifted to digital technology. Our class instructions are aided by technology such as Google Classroom, where all assignments, teaching materials, and student reports are uploaded. Students can access all these teaching materials at any time.
During the freshmen orientation, a session was dedicated to the online resources so that the students would come to know about the usage of STIC Moodle, through which they can communicate with their lecturer, access the online materials regarding the subject, etc.
Almost all the subject teachers and advisors have a separate LINE group for their subjects. The teachers share the teaching materials, learning resources, and assignments with the students. Also, the students ask their doubts and get them clarified. Most of our instructors employ technology-assisted instruction and encourage students to integrate ICT into all their work.
Information, Media, and Technology Skills:
1. Freshmen Orientation:
During the freshmen orientation, a session was dedicated to the online resources so that the students would come to know about the usage of STIC Moodle, through which they can communicate with their lecturer, access the online materials regarding the subject, etc.
- TOEIC Test:
The students were also given training to take the TOEIC test right from the first year itself so that they would come out with a good score when they finished the course. This helps them upgrade their level of communication.
- MOODLE:
In some subjects, the students use the STIC Moodle to do their assignments, download their study materials, and also have interactions with the subject teachers.
- LINE Group:
Almost all the subject teachers have a separate LINE group for their subjects. The teachers share the teaching materials, learning resources, and assignments with the students. Also the students ask their doubts and get clarified.
5. Google Classroom
For students to inquire about the requirements of the subject, their grades, and provide feedback on their individual performance and updates.
Thus, the BBA program places emphasis on the development of ICT Skills in students as well as research-oriented learning styles such as problem-based learning and cooperative learning.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
…5….item |
IQA(1-8) |
1,2,3,4,5,6,7,8 |
8 items |
5 mark |
|
AUN-QA(1-6) |
1,2,3,4,5,6 |
level 3 |
||
Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 4.1 | 5 | 3 |