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 BBA program which is product of FBA 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 International Business, Logistics or Tourism and hospitality 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 International Business, Logistics or Tourism and hospitality major is maintained as Nine.
2. Staff workload is measured and monitored to improve the work quality
Maintaining a good work-life balance, assuring productivity, and delivering high-quality results all need effective task management.
All lecturers in the Bachelor of Business Administration major are assigned workloads that are reviewed for fairness and openness, ensuring that responsibilities are assigned evenly based on staff competence and capacity. It also assessed whether workload allocation took individual abilities, professional growth goals, and overall duties into account. This guaranteed that employees were not overburdened or underutilized, resulting in higher work quality as individuals were able to focus on their allocated jobs more effectively.
Each staff member’s responsibility is distributed to them prior to the start of each semester by allocating classes and time sufficient to complete the teaching plan outlined in the TQF3.
Workloads are assigned to each lecturer based on student input and evaluation in TQF5. This proactive approach improved job quality by allowing for prompt modifications and ensuring that employees have the required assistance and resources to carry out their duties.
3. The competencies of the academic staff are determined, evaluated, and communicated
Competent and skilled academic personnel are crucial for providing high-quality education, conducting research, and contributing to the overall success of the institution.
The academic staff’s strengths in education, research, and academic service are prioritized by the STIC policy.
Teaching competency is evaluated through student feedback, peer feedback, a course audit at the completion of each course, and a competency appraisal system designed by the university at the end of each academic year. The STIC sets an evaluation for the academic staff’s teaching performance systematically by student evaluation via online regarding teaching ability, availability, mentorship skills of problem solving, reflecting questioning, level of knowledge content, and ability to draw student participation in class. The supporting staff will collect all evaluation forms and submit the evaluation analysis to the Associated Dean of Academic Affairs to formulate an improvement plan.
Lecturers are expected to design a teaching plan and an assessment plan that match with the course and program learning outcomes in order to provide high-quality education to students. Each Head of the Bachelor of Business major reviews the teaching and assessment plans, and feedback is provided to the staff member in a timely way, so that the lecturer can make modifications and prepare according to the reviewer’s criteria.
The questions prepared by lecturers for conducting midterm and final tests are reviewed by at least three reviewers, so that the lecturer may improve the questions to be competent and make the students to successfully complete the examinations.
Each Program lecturer is assigned to do research for the academic year and is advised to conduct their study in their area of competence. The instructors have also conducted research and published publications in prestigious journals that are indexed in Scopus.
At the conclusion of the year, each faculty member submits a performance appraisal report to the college’s human resources department, which includes accomplishments, personal goals for the following year, and improvement plans. This allows staff employees to evaluate themselves and do what is necessary to attain the goals.
4. The quantity of academic staff and duties allocated are appropriate
It is critical to have an adequate number of academic staff members to efficiently give quality instruction, conduct research, and fulfill administrative obligations. Academic staffs’ roles are assigned based on their educational background, areas of specialization, and personal preferences expressed by lecturers.
During the beginning of the academic year, lecturers were assigned teaching-, research-, and academic title-related duties, which were discussed in department meetings. The staffs were monitored, and regular updates were addressed in following department meetings to ensure that the lecturers were making their deadlines.
Academic staff members’ productivity and efficiency rose as a result of proper duty allocation. Staff members were able to focus on their areas of expertise by matching workload with individual competencies, resulting in better teaching quality, research outcomes, and administrative effectiveness.
Moving forward, the department should continue to review staffing levels and workload allocation, taking into account factors such as program expansion, developing demands, and changing industry standards. Regular assessments and adjustments will aid in maintaining the appropriateness of staff number and workload allocation, guaranteeing continuing success in delivering excellent education and meeting program objectives.
5. The performance assessment of the academic staff is based on a merit system that accounts for teaching, research, and service.
Academic staff performance is evaluated using a merit system that takes into account teaching, research, and service. Each faculty member is expected to submit an annual performance evaluation report to the human resources department of the college. This report details their accomplishments, personal goals for the future year, and strategies for improvement. This approach helps employees to evaluate their own performance and take the required actions to attain their objectives. The staff member’s contract is renewed for the following academic year based on the performance appraisal report and subsequent review.
6. Duties and responsibilities of academic staff allocated are clearly stated and communicated to all staff
In terms of roles, relationships, and accountability, academic staff are expected and assigned to fulfill four main roles: teaching, research, academic services, and administrative services. However, the proportion of these four-dimensional workloads can be individually varied upon each academic staff’s choice, so long as it conforms to the HR regulation and is agreed to by each individual. The academic staff can reflect on their thoughts and complaints towards the new regulations and any perceived ‘unfair’ regulation or decision through the various channels, including the STIC Academic Staff Council, and the STIC Personnel Committee. Together with the given rights, benefits, and roles, the academic staff is expected to fulfill the professional standard and be responsible for any consequences emanating from their work, including submitting grades on time, giving advice to students, and contributing academic assets to the community.
The STIC, valuing the ethics for academic staff, addresses the ethics for academic staff to: give best service to students with empathy and fairness; be a role model in both professional and personal affairs; carry out academic roles without interference from other influences or benefits; follow the rules of the national board of research; constant study and make progress in academic knowledge; and serve society and the community with knowledge.
7. The training and developmental needs of the academic staff are systematically identified and aligned to the program needs.
Systematically identifying and addressing these gaps ensures that employees have the essential skills, knowledge, and abilities to effectively do their jobs.
Surveys, performance evaluations, self-assessments, and future development plans are used by the department to identify the academic staff’s training and development needs. The department encourages professors to obtain doctoral degrees and provides resources to help them continue their education on a part-time basis.
The department has also committed funds to develop teachers’ academic and professional capabilities in accordance with the institution’s objectives. (KM, IT, Research, and Quality Assurance)
A knowledge management presentation is held each semester to enable lecturers to increase their talents, learn about new teaching methodologies, and share their information and teaching methodologies with other departments and faculties.
The department has proven a commitment to methodically identifying and connecting academic staff training and development needs with program requirements. The department can further develop its processes and foster a culture of continuous learning and professional growth among its academic staff by conducting ongoing evaluation and improvement.
8. Performance assessment is brought to be part of program management.
At the end of every term, the lecturer is evaluated by students. This evaluation tool is built into TQF 3 and TQF 5 of the MIS system. The numerical value of the assessment is not presented in the system and can only be seen by the lecturer after the grades are released.
These statistics were thoroughly analyzed to determine the lecturer’s strengths and weaknesses. Faculty members can also receive vital feedback on their teaching effectiveness, research contributions, and service commitments through performance evaluation. This feedback identifies faculty members’ strengths and areas for improvement, allowing them to improve their performance and continuously build their skills and expertise. This, in turn, leads to better program delivery and student learning experiences.
The department ensures that the program is responsive to changing educational needs and industrial requirements by assessing assessment results on a regular basis and implementing initiatives to address identified areas of concern.
9. Academic staff, students, and communities are together to create learning experiences
The college ‘s organization culture is, STIC:
S = Sharing and Caring
T = Trustworthy, honest, correct, punctual
I = Inter-cultural competency, compatible with multinational cultures
C = Commitment to Quality
Guided by the above organizational culture, the academic staff, students, and people of the community exist harmoniously through different activities to create meaningful learning experiences for the development not only of the community but of the country in general.
The department makes efforts to develop collaboration among academic staff, students, and communities in order to create meaningful learning experiences. The institution hopes to provide holistic and engaging learning experiences by incorporating all stakeholders in the educational process.
Students must complete an internship in the sector as part of their degree requirements. During their internships, students acquire empathy, cultural understanding, and civic involvement while also contributing to community development by addressing community issues and working on projects.
While doing their internships, students developed critical thinking, problem solving, communication, and teamwork skills, as well as a deeper understanding of societal issues and community needs. These transferable skills can prepare students for future challenges and empower them to contribute positively to society.
10. Academic staff integrates Arts and Culture into learning management
Incorporating arts and culture strives to improve the educational experience, develop creativity, and promote creative expression and cultural inquiry while studying in accordance with program and course learning outcomes.
As part of an endeavor to integrate arts and culture into learning management, a course on cross-cultural management is being taught. This course allows students to gain a broader awareness of different cultures. As part of this subject, students must display the culture of any country in the world in an artistic style. This fosters critical thinking in students while also providing possibilities for self-expression. As a result, students gain confidence, creativity, and a sense of agency in their educational path.
Some of the activities wherein the lecturers and staff were engaged were the Father’s Day Celebration, Mother’s Day Celebration, Wai Khru Day, and others to preserve Thai culture. Other college events are published in the college’s newsletter (STIC OnPoint) as well as on the college website (Evidence on Arts and Culture: Lamphun cultural Itinerary, prepared by students as part of 215 415 Tour Business and Travel Agency Management)
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 lecturers belonging to the International Business, Logistics, or Tourism and Hospitality majors are maintained as nine for the BBA program, with three holding doctoral degrees and the rest holding master’s degrees, most of whom have produced at least one academic work in the past 5 years. Even the assessor who assessed the reports last year advised the teachers to pursue higher studies and a doctoral degree to be eligible to consider higher scores in the indicator.
A department-level meeting was conducted to discuss 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 pursue a Doctoral degree were discussed. The college allows the teachers to do doctoral degrees in part-time or blended learning mode and can appear for their course work and also pursue research-related work without affecting the regular semester work load. The teachers can also avail themselves of business leaves to do their research work after consulting with human resources, management, and administrators.
.
……Calculation…..
Number of Instructors responsible for the program with Doctoral degree/Total Number of Instructors = (3/9)*100 = 33.33
Received Score = (33.33/20)*5 = 8.33 = 5
- Dr. Lilly Grace N. Orcino
- Dr. Juan Rodrigo Beldad Del Villar
- Dr. Sourabh Singha Roy
Since the percentage of the weighted sum of Doctoral degree qualification of Instructors responsible for curriculum is defined as 5 for 20% or higher, for 33.33%, the self-assessment score is calculated to be 5
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
Percentage 20 |
IQA(1) |
อาจารย์ปริญญาเอก 3 คน/อาจารย์ผู้รับผิดชอบ 9 คน |
percentage 33.33 |
5 mark |
|
AUN-QA(ไม่มี) |
None |
Level …none…. |
||
Evidence
| Evidence No. | List of evidences |
| 6.2.1.1 | Dr. Lilly Grace N. Orcino |
| 6.2.1.2 | Dr. Juan Rodrigo Beldad Del Villar |
| 6.2.1.3 | Dr. Sourabh Singha Roy |
| 6.2.1.4 | TQF2 |
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
……Calculation…..
8 separate research articles were published in Scopus indexed journals by 6 of the teachers belonging to BBA International Business, Logistics or Tourism and hospitality major.
The weighted sum of academic output by Instructors responsible for the program/ Total Number of Instructors responsible for the program x 100 = 6/5 x 100 = 120%
Received Score = (20/20)*5 = 5
Since the percentage of the weighted sum of published academic output produced by Instructors responsible for curriculum is defined as 5 for 20% or higher, for 120%, the self-assessment score is calculated to be 5
ตารางแสดงข้อมูลผลงานทางวิชาการที่ได้รับการตีพิมพ์ ประจำปีการศึกษา 2565
| No. | Title | Name of the Lecturer | Name of Journal | Index | Weight |
| 1 | The relationship between risk management and the adaptation of Thai aviation organizations after the covid-19 pandemic | Dr. Lily Grace Orcino | Social Evolution and History, Vol. 11 No. 09 (2022) | Scopus Q2 | 1.00 |
| 2 | Factors of Thai graduates’ competencies influencing Thailand’s capability to become a medical hub | นางสาวอรุณวรัชยา บายลศิณีสยม (Arunwaratchaya Bayolsineesayom) | Journal of Higher Education Theory and Practice Vol. 22 (09), 534-545, 2022 | Scopus Q4 | 1.00 |
| 3 | The Impact of Graduates’ Innovation Competency On Smart Elderly Care Business User Satisfaction in Thailand | นางสาวอรุณวรัชยา บายลศิณีสยม (Arunwaratchaya Bayolsineesayom) | Journal of Higher Education Theory and Practice Vol. 22 (09), 546-558, 2022 | Scopus Q4 | 1.00 |
| 4 | Impact of covid on Pattaya beach tourism- a review | R. Hazanal Rashid Khan | Journal of aeronautical materials, 43(1), 10-20, 2022 | Scopus Q3 | 1.00 |
| 5 | The Existence of Cultures and Traditions of Thai People of Khmer Descent in Ongkharak, Nakhon Nayok, Thailand | นางสาววไรรัตน์ สมพงษ์ (Warairat Sompong) | Journal of Higher Education Theory and Practice,22(9), 502-512, (2022) | Scopus Q4 | 1.00 |
| 6 | Factors Influencing the Brand Building of Thai Universities in The Era of Digital Disruption | นางสาวอภิชญา เชื้อปาน (Apichaya Chuepan) | Journal of Higher Education Theory and Practice,22(9),559-567, (2022) | Scopus Q4 | 1.00 |
| 7 | An In-depth analysis of the E-Commerce sector | Tiwari Abhishek | Journal of northeastern university, 251(4),3733-3749 (2022) | Scopus Q4 | 1.00 |
| 8 | The Significance of Integration for Business Operations in Logistics and Supply Chain Management | Tiwari Abhishek | Adhyayan: A Journal of Management Sciences, 12(2), (2022) | EBSCO | 0.60 |
Self-Assessment
|
Goal |
Performance (Qualitative KPI (items)) |
Self-Assessment |
||
|
Percentage 20 |
IQA(1) |
ผลรวมถ่วงน้ำหนักผลงาน 7.6/อาจารย์ผู้รับผิดชอบ 9 คน |
percentage 84.44 |
5 mark |
|
AUN-QA(ไม่มี) |
None |
level – |
||
Evidence
| Evidence No | List of evidences |
| 6.3.1.1 | Instructors Research Output |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 6.1 | 5 | 3 |
| Indicator 6.2 | 5 | – |
| Indicator 6.3 | 5 | – |
| Overall Average | 5 | – |