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 master of business administration curriculum is formulated by the program committee by considering required qualification of management staffs in the Thai as well as global business. The goal of the program is to create world class business graduates using outcome based teaching methods.
At the end of each academic year, responsible program instructors attend the curriculum development meeting. The faculty members exchange knowledge, information and current business trends to keep the curriculum up to date. The meeting considers some important inputs such as graduate users’ feedback, business innovation, labor market trends, news related to domestic and international businesses.
The business world is continuously evolving, so, it is important to update the curriculum periodically. The MBA curriculum has been thoroughly revised in 2021 to fulfill current business world requirements.
Therefore, in preparing the curriculum for the year 2021 , the curriculum committee has evaluated and modified the process by applying the criteria of the MHESI for creating the TQF for MBA. The curriculum revision 2021 has been approved by the college council and the Office of the Higher Education Commission.
2. Comprehensive and modern program; and communication to all stakeholders.
The 2021 curriculum revision utilized the opinion, experience, and feedback from different stakeholders. It includes teaching as well as industry exposer experience and research outputs of instructors; industry partners; and professional bodies.
After the curriculum development committee of the Faculty has invited all stakeholders come together to improve and develop various agenda. Seveal courses have been included into the curriculum to match with the modern business world. The curriculum major was renamed as “Modern Business Management.”
The curriculum also intends to include following stakeholders once it starts producing graduates: internship supervisors’ feedback; graduate users’ (employers) feedback (at least 1 year after employment).
The updates were reflected in the improvement of the MBA brochure that considers the new MBA curriculum that already has a major field which is Modern Business Administration, the improvement of posting teaching materials in Google. Classroom, and the communication online not only for the imparting of knowledge but also as a monitoring tool to check on the progress of the thesis writing of the students.
3. The design of the curriculum is constructively aligned with achieving the expected learning outcomes
The curriculum has been designed to produce graduates with knowledge and skills to fulfill the requirement of the country’s labor force.
Firstly, the alignment starts from the micro-level, course, course learning outcomes are aligned with the course description and program learning outcomes. Achievement of course learning outcomes are duly reported in TQF5.
The three-step process (foundation-core subjects-research) of the curriculum lesson management ensures that the graduates will be ready for the modern business world and able to do their own research to find a solution.
To make sure that the curriculum is aligned with the ELOs, the program has a system and mechanism of utilizing the information obtained from the assessment of learning outcomes to develop the curriculum. The information will be collected from the graduate quality assessment by graduate users;assessment areas are: five learning outcomes assessment, English language,and 21st century learning skills.
4. The design of the curriculum includes feedback from external stakeholders
The program committee has appointed a curriculum development committee to review the existing curriculum and gather information from different sources to update that.
The primary input of curriculum revision comes from Students’ feedback (end of semester survey), instructors’ opinion (in TQF5) as well as recommendations from the educational quality assessment results at the curriculum level.
However, curriculum revision committee equally considers the inputs from internship providers, graduate users, industry experts, and external educators.
5. The curriculum is logically structured, properly sequenced
Master of Business Administration curriculum revised in 2021 is a well-developed curriculum with up-to-date courses arranged in proper order.
First, based on the education background of the students, the students have to take two foundation courses. After having a satisfactory result in those courses, the students can move forward to study core courses (Plan A). It includes major business-related courses to teach them to manage a modern business.
The last of taught courses is Seminar in Management course, in which students are introduced with issues of modern businesses and asked to find solution by research. In other words, this course served as a foundation of research.
After successful completion of the taught courses, the student can commence research. There is detailed guideline of the research work given to the students.
A student is declared a graduate only when s/he successfully pass through all three thesis defenses.
6. The curriculum has the option(s) for students to pursue major and/or minor specializations.
The curriculum has two set of taught courses before research (plan A). Students has to take two foundation courses (minor courses) before core courses. Besides, the students might choose to study Plan B which offers research after foundation courses without having to take core taught courses. The eligibility and conditions for two study plans are clearly defined.
7. The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum
The curriculum is regularly reviewing teaching and learning processes and assessing the students results to ensure that the process is relevant and consistent with the expected learning outcomes by reviewing TQF 3 and TQF 5 of each subject.
The aim is to review learning outcomes in accordance with the expected learning outcomes of the curriculum and the course. The instructors have opportunity to comment on learning outcomes consistency and/or suggest any development to make it a good fit in TQF5. The students view is reflected on the satisfaction survey towards the course and instructor.
The curriculum has also managed to verify the achievement of the academic year by assessing the verification of learning outcomes of the courses offered in the academic year 2022.The information obtained for evaluation is considered as suggestions for improvement of teaching and learning management in the future.
The curriculum considers the periodic update process and evidences while revising the TQF2 once in five years. Several meetings conducted to gather feedback and opinion from different stakeholders. Once revised, the program committee organizes a public hearing meeting to inform the related stakeholders about changes made in the curriculum. A further correction is made based on the suggestions of that meeting. Later, the updated curriculum is sent to college council for approval. After receiving college council approval, the revised curriculum is forwarded to OHEC for final approval. A curriculum is only applied once it receives approval from the office of higher education commission.
The 2021 curriculum revision followed all the due process.
8. The curriculum is aligned with the Higher Education Qualification Framework Standards’ learning outcomes
The curriculum has a system to supervise the administration of the curriculum in accordance with the Higher Education Qualification Framework standards. The findings of this supervision are reported duly to the program meeting.
The results from last academic year’s assessment showed that the curriculum administration meet professional standards and higher education qualification standards.
|
key performance indicators |
followed |
not followed |
operational results |
evidence |
|
|
1. |
At least 80 percent of regular faculty members attend meetings to plan, monitor, and review the operation of the program of studies. |
Yes |
All the faculty members were present during program meetings |
Program meeting minutes |
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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). |
Yes |
TQF 2 |
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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 |
The program requires the instructors to submit TQF3 7 days before the semester begins. |
MIS |
|
|
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 |
At the end of every semester, the instructors are required to submit their TQF 5 for the courses taught. |
MIS |
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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. |
Yes |
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. |
Yes |
There were total of 2 courses taught out of which 2 courses were evaluated (100%) based on the learning outcomes mentioned in TQF 3 |
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. |
Yes |
There are two foundation courses for new students before studying core courses |
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8. |
All new faculty members (if any) receive orientation or advice regarding instructional management. |
n/a |
No new instructor recruited |
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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 |
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%. |
– |
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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. |
– |
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12. |
The average satisfaction level of employers towards new graduates is not less than 3.5 out of 5.0. |
– |
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9. The Higher Education Qualification Framework Standards’ learning outcomes result from curriculum management
The higher education qualification framework standards learning outcomes are divided into five categories (domains):
- Moral and Ethics
- Knowledge
- Cognitive Skills
- Interpersonal Skills and Responsibility
- Analytical and Communication Skills
|
Domain |
Expected |
Curriculum management response |
|
Moral and Ethics |
Discipline, punctuality, responsibility (towards person and society), ethical behavior, professional attitude |
1. Monitoring class attendance 2. Timeliness (in submitting assignments and other due dates) 3. Participation in various activities both as leader and follower |
|
Knowledge |
Knowledge in subject field and related areas, updated understanding of current business world. |
1. Formal summative assessment (midterm and final exam) 2. Continuous assessment (regular class activities and assignments) 3. Business related projects |
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Cognitive skills |
Deep understanding and internalizing the concept of taught courses, critical thinking skills, problem solving skills |
1. Case studies on modern business issues during course work. 2. Research on contemporary businesses. |
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Interpersonal skills |
Collaboration and coordination, leadership, followership. |
1. Role played in group projects. 2. Ability to take responsibility in different situation 3. Supervisor-committee members-student relationship |
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Numerical, communication and IT |
Numerical literacy, communication skills and IT skills |
1. Solving mathematical problems in different courses 2. Both oral and written presentation 3. Ability to search relevant information online. |
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 |
|
AUN-QA(1-7) |
1,2,3,4,5,6,7 |
level 3 |
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Evidence
| Evidence No. | List of evidences |
| 3.1.1.1 | System and mechanism for curriculum development |
| 3.1.1.2 | TQF2 (old) |
| 3.1.1.3 | TQF2 (new, 2021) |
| 3.1.1.4 | Curriculum revision meeting |
| 3.1.2.1 | MBA Brochure |
| 3.1.2.2 | Stakeholder feedback |
| 3.1.3.1 | Google classroom |
| 3.1.6.1 | Plan A and Plan B of MBA program |
| 3.1.7.1 | TQF3 |
| 3.1.7.2 | TQF5 |
| 3.1.7.3 | Verification of learning outcomes |
| 3.1.8.1 | The minutes of the program meeting |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 3.1 | 5 | 3 |