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
Following is the MBA program system to ensure quality and quantity of academic staff:
- The curriculum or program organize a meeting to consider number of instructors in accordance with the curriculum standards criteria.
- The curriculum or program specifies the qualifications of the instructors responsible for the curriculum or program in accordance with the curriculum standards criteria.
- In the case of an instructor within the curriculum or program, there will select qualified instructors who meet the curriculum standards criteria.
- In the case of an outside instructor, the curriculum or program request for approval from the faculty or college management committee to accept applications from outside. The human resource department perform the procedures starting from the application announcement, check qualifications / documents. The curriculum or program considers, selects and announces selected instructors responsible for the curriculum or program.
- The curriculum or program new selected instructor responsible for the curriculum or program who come from either inside or outside the curriculum or program to the academic department of the College for checking and reviewing before submitting to the College Academic Council and the College Council respectively for approval and further appointment.
- The curriculum or program submit a curriculum revision form (08) for requesting amendment / addition of instructor responsible for the curriculum or program to the faculty, the College Academic Council and the College Council respectively prior to the Office of Higher Education Commission.
- The curriculum or program evaluates the procedures/processes of the instructors responsible for the curriculum recruitment and appointment system.
- The curriculum or program proposes some effective suggestions for improving the procedures/processes of the instructors responsible for the curriculum recruitment and appointment system
2. Staff workload is measured and monitored to improve the work quality
Responsible instructors’ workload is distributed in a planned manner so that faculty members have enough time prepare and deliver quality contents to the students. Besides, the instructors have responsibility to conduct research, academic service to the community and arts and culture preservation work to achieve efficiency in administration.
Staff workload is measured by STIC TOR (terms of reference) system that sets a range of load of each academic staff including education (physical class, online class, laboratory and practicum), research and academic service to the community in each semester. Semester 1 and semester 2 have similar distribution whereas the summer semester has slightly different system. Primary course and students’ activities assignment distribution is conducted by the head of the program. The final workload is first proposed by the Dean according to the availability and competence of academic staff. Later the plan is reviewed by the registrar and finally, college council approves the plan.
3. The competencies of the academic staff are determined, evaluated, and communicated
The academic staff competencies in education, research, and academic service are prioritized by the FBA policy. Teaching competencies are determined based on three domains of the STIC’s Teaching Professional Standard, including professional knowledge domain, knowledge application domain, and professional values domain.
The teaching competency is evaluated from student feedback, dean’s feedback, and a course audit at the completion of each course, and a staff appraisal system designed by the College Council at the end of each academic year. The STIC sets an evaluation of the academic staffs’ 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.
Later, the Dean communicates to the instructors the results of the assessment for continuous improvement. The instructors need to submit an improvement plan at the beginning of every academic year based on the suggestion provided in appraisal process
4. The quantity of academic staff and duties allocated are appropriate
In each academic year, the FBA’s Academic Committee will check a number of courses offered as indicated in the MBA Program study plan. It considers a certain number of qualified course coordinators in each semester based on the department, experiences, and the total workload. The course coordinator will then assign academic staff in their department as guided by number of course-credits to be responsible for all topics in that course properly.
Moreover, to make the process efficient and transparent, the instructors in charge discuss the issues while performing the given responsibilities during the regular staff meeting.
5. The performance assessment of the academic staff is based on a merit system that accounts for teaching, research, and service.
The curriculum clearly sets the criteria for evaluating faculty members performance. The instructor assessment items can be divided into the following areas:
- Teaching and learning
- Research work or other academic works
- Academic service to the community
- Activities and student development,
Faculty member assessment is a continuous process and final evaluation is done once in a year. Primarily the dean is responsible for faculty members performance evaluation, later Quality Assurance finalized the score/results. The College considers the promotion or salary adjustment according to the performance assessment result.
Besides, the program encourages the qualified instructors to apply for academic title.
6. Duties and responsibilities of academic staff allocated are clearly stated and communicated to all staff
The rights, privileges, and benefits of the academic staff are based on the STIC regulations and welfare system communicated during the STIC’s new staff induction meeting, and circulating via university email and FBA website for relevant updates.
The curriculum specifies the roles and responsibilities of academic staffs at the beginning of each academic year by conducting a staff meeting. The instructors are trained/ oriented so that they can be role models for students and enjoy academic freedom in teaching and learning within the framework and get encouragement to present academic works at national and international levels.
In terms of roles, relationships, and accountability, STIC academic staff are expected and assigned to fulfil four main roles: teaching, research, academic services, and administrative services. However, the proportion of these fours dimension workloads can be individually varied upon each academic staff’s choice so long as it conforms to the STIC HR regulation and agreed to by each individual. The academic staff can reflect their thoughts and complaints towards the new regulations and any perceived ‘unfair’ regulation or decision through the various channels. Together with the given rights, benefits, and roles, the academic staff are expected to fulfil 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.
( personnel management plan (revised version) 2020 – 2024 )
7. The training and developmental needs of the academic staff are systematically identified and aligned to the program needs.
Academic staffs are required to be competent or expert in education, research, and academic services in order to facilitate student learning capability and prepare them to be a smart graduate. The FBA Administrative Team analyzes the changes in national and international businesses as well as in any related areas. Inputs from prospective students, and all involved stakeholders are considered to prepare a plan. Through discussion, the committee prioritizes the needs for training and formulate a yearly action plan. This included in-housing training, online workshop, hybrid training.
The program has a plan to develop the potential of personnel to create new skills to be up to date with the teaching and learning . There is a step by step system and mechanism to promote and develop the instructors and personnel of the program. Besides, the program also encourages instructors to go to training for self-development according to the indicators of the TQF 2.
8. Performance assessment is brought to be part of program management.
The performance assessment of the MBA staff is done regularly by using STIC KPI. The performance evaluation committee emphasizes successful completion of given duties and responsibilities to the faculty members (no.6). After each individual carried out his/her roles through the whole year, firstly, evidences or output of each mission will be collected based on the criteria by the HR staff. Secondly, their performance quality will be validated and evaluated by an assigned committee comprised of the Dean, Head of Departments, and one representative from president’s office.
Based on the assessment outcomes, the staffs are rewarded using different methods, i.e., monetary reward, promotion, recognition and so on.
9. Academic staff, students, and communities are together to create learning experiences
The program always prepares a student activities plan including academic service for the community. Academic service project includes academic staff, students and community create impactful teaching and learning experience.
During last academic year, the senior MBA students continue their “Local business development” project under supervision of an academic staff.
10. Academic staff integrates Arts and Culture into learning management
The curriculum requires the integration of arts and culture in learning management. Therefore, the curriculum, together with the college, organizes the activities to preserve arts and cultures with the involvement of students, teachers and academic staffs. In every course, the instructors are required to provide teaching and assessment plan for arts and culture integration in the form of multiculturalism.
Besides, several activities are observed throughout the academic year including, Wai kru, Songkran Day, International Day and so on.
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
| Evidence No. | List of Evidences |
| 6.1.1.1 | 5 Yearly plan |
| 6.1.1.2 | FBA Plan 2022 |
| 6.1.2.1 | STIC TOR |
| 6.1.3.1 | FBA staff appraisal process |
| 6.1.3.2 | Self-assessment form |
| 6.1.4.1 | MBA teaching load distribution |
| 6.1.5.1 | Academic title application form |
| 6.1.6.1 | Staff annual meeting |
| 6.1.7.1 | FBA activity plan |
| 6.1.7.2 | FBA staff development plan |
| 6.1.8.1 | Dr. Abdus’s recognition |
| 6.1.9.1 | Local Business Development activity |
| 6.1.10.1 | TQF3 (learning outcomes: multiculturalism) |
Indicator 6.2 Doctoral degree qualification
Performance
All the three instructors in charge of the program have doctoral degrees
1) Percentage of instructors with doctoral degrees = ( 3/3 )*100 = 100
2) Scores received = ( 100/60) * 5 = 8.33 get 5 points
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
Percentage…. |
IQA(1) |
อาจารย์ปริญญาเอก 3 คน/อาจารย์ผู้รับผิดชอบ 3 คน |
percentage 100 |
5 mark |
|
AUN-QA(ไม่มี) |
None |
Level …none…. |
||
Evidence
| Evidence No. | List of evidences |
| 6.2.1.1 | 1. Doctoral Degree Dr. MD Abdus Salam 2. Doctoral Degree Dr. Rubaba Nawrin 3. Doctoral Degree Dr. Raja Badur Mannar |
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
In the academic year 2022, the responsible instructors have published 3 academic works as follows:
ตารางแสดงข้อมูลผลงานทางวิชาการที่ได้รับการตีพิมพ์ ประจำปีการศึกษา 2565
| No. | Title | Name of the Lecturer | Name of Journal | Index | Weight |
| 1 | Safety Behaviors Affecting the Quality of Life at Work of Safety Officers in the Eastern Economic Corridor, Thailand | 1. Rubaba Nawrin 2. Rattanathorn Intarak 3. Orawan Janchalor 4. Malee Dhamasiri | Social Evolution and History 11(9), 77-86 | Scopus Q2 | 1.00 |
| 2 | Effectiveness of the project-based learning in developing English communicative proficiency of Thai first year students in the quality assurance network of private international higher education institutions | 1. Philip Amos 2. Md Abdus Salam 3. Dario Abdullah Mando 4. Buncha Panacharoensawad | Journal of Higher Education Theory and Practice,9(22),513-52 | Scopus Q4 | 1.00 |
| 3 | Effect of Financial Factor on Major Automobile Companies in Nse | 1. Dr. Talla Narayana Gow 2. Mr. B. Raja Mannar 3. Dr. Pramod Kumar Patjoshi 4. Dr. Ramprakash O. Panchariya 5. Dr. Jai Jayant 6. Dr. Nitin Tanted | INTERNATIONAL JOURNAL OF SPECIAL EDUCATION,37(3) (2022) | Scopus Q3 | 1.00 |
Self-Assessment
|
Goal |
Performance (Qualitative KPI (items)) |
Self-Assessment |
||
|
Percentage …… |
IQA(1) |
ผลรวมถ่วงน้ำหนักผลงาน 3 /อาจารย์ผู้รับผิดชอบ 3 คน |
percentage 100 |
5 mark |
|
AUN-QA(ไม่มี) |
None |
level …none…. |
||
Evidence
| Evidence No | List of evidences |
| 6.3.1.1 | ผลงานทางวิชาการที่ได้รับการตีพิมพ์ ประจำปีการศึกษา 2565 |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 6.1 | 5 | 3 |
| Indicator 6.2 | 5 | – |
| Indicator 6.3 | 5 | – |
| Overall Average | 5 | – |