{"id":5661,"date":"2023-01-04T03:49:51","date_gmt":"2023-01-04T03:49:51","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=ab_report&p=5661"},"modified":"2023-06-23T04:32:54","modified_gmt":"2023-06-23T04:32:54","slug":"component-9-outputs-and-outcomes","status":"publish","type":"ab_report","link":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?ab_report=component-9-outputs-and-outcomes","title":{"rendered":"Component 9: Outputs and Outcomes"},"content":{"rendered":"\n

Indicator 9.1 Educational Management Results (Output and Outcomes) <\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

For criteria 6 and 7, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards. <\/strong><\/p>\n\n\n\n
Score 1<\/strong><\/td>Score<\/strong> 2<\/strong><\/td>Score<\/strong> 3<\/strong> <\/td>Score<\/strong> 4<\/strong><\/td>Score<\/strong> 5<\/strong><\/td><\/tr>
Has action 1 item <\/td>Has action 2 item<\/td>Has action 3-4 item<\/td>Has action 5-6 item <\/td>Has action 7 item<\/td><\/tr><\/tbody><\/table>\n\n\n\n

AUN-QA based criteria<\/strong><\/p>\n\n\n\n

\"\"
AUN-QA Criterion 8 \u2013 Output and Outcomes<\/figcaption><\/figure>\n\n\n\n

For AUN-QA, criteria 1 to 6 are assessed at 7 levels. <\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Performance<\/strong><\/p>\n\n\n\n

1.<\/strong> The pass rate, dropout rate, and average time to graduate are established, monitored, and benchmarked for improvement. <\/strong><\/p>\n\n\n

The Airline Business program always keeps track of student academic performance in the Management Information System (MIS) set up by the Vice-President for Academic Affairs Office, graduation and drop rates. The table  below shows pass rate and dropout rate of the last 3 cohorts. The AB Program  has set a desirable target that the dropout rate should not exceed 10%. The results clearly show that the dropout rates of students from the AB Program in average was 61% or 106. The dropout rate increased in academic year 2020 and 2021. Based on individual interview, most of the students dropped-out from the AB Program during the first or second semester of the first year since they realized that they preferred to study in other professionals, while a fewer numbers dropped-out because of health problems, financial constraints.<\/p>\n\n\n\n\n\n\n\n
\n

Academic year<\/p>\n<\/td>\n

\n

Cohort size<\/p>\n<\/td>\n

\n

Complete First Degree in<\/p>\n<\/td>\n

\n

Dropout During<\/p>\n<\/td>\n<\/tr>\n

\n

4 years Number (%)<\/p>\n<\/td>\n

\n

>4 years Number (%)<\/p>\n<\/td>\n

\n

1st<\/sup> year Number (%)<\/p>\n<\/td>\n

\n

2nd<\/sup> year Number (%)<\/p>\n<\/td>\n

\n

3rd<\/sup> year Number (%)<\/p>\n<\/td>\n

\n

4th<\/sup> year & Beyond Number (%)<\/p>\n<\/td>\n<\/tr>\n

\n

2020<\/p>\n<\/td>\n

\n

144<\/p>\n<\/td>\n

\n

0<\/p>\n<\/td>\n

\n

0<\/p>\n<\/td>\n

\n

84<\/p>\n<\/td>\n

\n

-54<\/p>\n<\/td>\n

\n

-49<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n<\/tr>\n

\n

2021<\/p>\n<\/td>\n

\n

18<\/p>\n<\/td>\n

 <\/td>\n <\/td>\n\n

13<\/p>\n<\/td>\n

\n

9<\/p>\n<\/td>\n

 <\/td>\n <\/td>\n<\/tr>\n
\n

2022<\/p>\n<\/td>\n

\n

12<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

10<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

2. Employability, self-employment, and advancement to further studies are established, monitored, and benchmarked for improvement. <\/strong><\/p>\n\n\n

Employment opportunity is a key factor that any student considers when selecting  Airline Business Program to study.<\/p>\n

The program is only in 3rd year of operation. This section is N\/A<\/p>\n

<\/p>\n\n\n

3.<\/strong> Research and creative work output and activities carried out by the academic staff and students are established, monitored, and benchmarked for improvement. <\/strong><\/p>\n\n\n

The program is only in 3rd year of operation. This section is requiring for Research work is N\/A.<\/p>\n

However, there are creative work made by the students that can be proposed to airline operators in terms of health and safety standards as a result of their experiences during the Covid-19 pandemic.<\/p>\n

Evidence:<\/span> Simulators with proposed elements to ensure safety for travelers and employees of the Airline company.<\/a><\/p>\n

Two additional researches published by Aj. Amarjeet.<\/p>\n

<\/p>\n\n\n

4. Data are provided to show directly the achievement of the program outcomes, which are established and monitored. <\/strong><\/p>\n\n\n

The program is only in 3rd year of operation.  N\/A<\/p>\n

The Faculty of Business Administrations even there are no graduates produce yet, the achievements of learning outcomes are monitored and evaluated and also recorded to see their progress from year 1 to year 3<\/p>\n

Data showing the recorded achievements of current students <\/a><\/p>\n\n\n

5.<\/strong>  Satisfaction levels of the various stakeholders are established, monitored, and benchmarked for improvement. <\/strong><\/p>\n\n\n

Faculty of Business Administration\u2019s in Airline Business Program academic staff and current students have given concerns, feedbacks, and opinions toward the operation of AB program by regular discussion at the monthly program meeting, particularly the representative of each program could present opinions at the monthly meeting of the Academic Committee.
An example of such discussion included academic staff, students\u2019 problems, courses\u2019 operation problems, learning resources needs, work load problems, and performance evaluation criteria. The final solution to any problem was made as a final answer from the Academic Committee meeting. The FBA-AB program surveyed the satisfaction of current students
The students of 3 cohorts have many channels of speaking out their dissatisfaction. First, all students have a chance to anonymously evaluate teaching and learning processes of each course. Second, they can consult with any academic staffs who were course coordinators \/ course instructors \/ clinical supervisors. The academic staff could immediately help solve some problems or in turn report the situation to the monthly meeting for solution seeking. Third, the Dean and administrative team regularly meet the students every semester. The students could discuss their unhappiness or dissatisfactions directly to the Dean. Last, students can voice their satisfaction\/dissatisfaction by filling out the online survey form annually gathered by the AB program. Table below shows satisfaction score of each student year toward AB program management over last 3 academic years. The information is input of annual meeting, and then improvement process is designed and implemented in the next academic year.
The Learning resource facilities was improved with more updated books, internet connection is very high speed and more computers, The current students were very highly satisfied.  (Survey Result: Satisfaction level of Stakeholders)<\/a>
<\/em><\/p>\n

<\/p>\n\n\n

6. Academic services outcomes \/ providing local and social benefits are shown. <\/strong><\/p>\n\n\n

The Airline Business program is providing academic service to the community like Lamphun District.  Indeed it is a necessity for the college specifically the Airline Business program to perform academic service to the community on their own organized project. The enrichment of a professional learning community in which college\/university teaching staff can swap ideas, advice and assistance is a big support when implementing institutional curriculum reforms. Enabling staff to build collaborative networks aids their individual and collective growth, helping improve teaching and learning. This in turn help our students develop their social skills as well as become responsible individual in the community.<\/p>\n

Service learning is one of the teaching pedagogies each lecturer must know and it is a voluntary act that will make our learners get closed to the community, identify their needs and become available on or before trying or difficult times. <\/p>\n

Our lecturers, students, business and government leaders continue to work together to teach and to learn English language in order to communicate to the international communities. The learning experiences through online platform is already in its second year of implementation and most of the benefactors learned and enjoy a lot in the session. Evidence: Teaching English Language to Business Operators in Lamphun<\/span><\/a><\/p>\n

<\/p>\n\n\n

7.<\/strong> Arts and culture learning outcomes are shown. <\/strong><\/p>\n\n\n

The STIC as education provider  is ensuring Arts and Culture are integrated during the teaching and learning process thus students and academic staff adhere to its promotion and preservation.  Indeed Thai Arts and Culture preservation is taught even in the primary level.  it is a necessity for the college specifically the Airline Business program to perform Thainess  on their own special and respected ways. The enrichment of a Arts and Culture preservation in which college\/university teaching staff, students, audiences can live to the idea that unique identity will definitely be written in the history.. Enabling staff to build brand and integrate Thainess is helping improve teaching and learning more fun and responsible. This in turn help our students develop their Arts and Culture awareness and they need to carry out this pillar throughout their life wherever they go.<\/p>\n

Some of the activities wherein the lecturers and staff were engaged in 1, 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 in the college website.( Evidence on Arts and Culture). <\/a><\/p>\n

<\/p>\n\n\n

Self-Assessment<\/strong><\/p>\n\n\n\n\n\n\n\n
\n

Goal<\/strong><\/p>\n<\/td>\n

\n

Performance (Qualitative KPI (items))<\/strong><\/p>\n<\/td>\n

\n

Self-Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

…5 item…<\/p>\n<\/td>\n

\n

IQA(1-7)<\/strong><\/p>\n<\/td>\n

\n

1,2,3,4,5,6,7<\/p>\n<\/td>\n

\n

7 item<\/p>\n<\/td>\n

\n

5 mark<\/p>\n<\/td>\n<\/tr>\n

\n

AUN-QA(1-5)<\/strong><\/p>\n<\/td>\n

\n

1,2,3,4,5<\/p>\n<\/td>\n

\n

level 3<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

Evidence<\/strong><\/p>\n\n\n\n
Evidence No.<\/strong><\/td>List of evidences<\/strong><\/td><\/tr>
9.1.1.1<\/td>Students Population, Drop out Rates and Retention<\/a><\/td><\/tr>
9.1.1.2<\/td>No graduates yet (3 years in operation)<\/td><\/tr>
9.1.1.3<\/td>Additional researches carried out by the academic staff. <\/a><\/td><\/tr>
9.1.1.4<\/td>Data Showing Directly achievement of LO<\/a><\/td><\/tr>
9.1.1.5<\/td>Satisfaction Level of Current Students\/Academic Staff <\/a><\/td><\/tr>
9.1.1.6<\/td>Academic Service Outcomes<\/a><\/td><\/tr>
9.1.1.7<\/td>Art and Culture Learning Outcomes<\/a><\/td><\/tr><\/tbody><\/table>\n\n\n\n

Indicator 9.2 Graduates quality<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Performance<\/strong><\/p>\n\n\n

The AB Program is just 3 years in operation. N\/A<\/p>\n

<\/p>\n\n\n

Self-Assessment<\/strong><\/p>\n\n\n\n\n\n\n\n
\n

Goal<\/strong><\/p>\n<\/td>\n

\n

Performance (Qualitative KPI (items))<\/strong><\/p>\n<\/td>\n

\n

Self-Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

\u0e04\u0e30\u0e41\u0e19\u0e19\u0e40\u0e09\u0e25\u0e35\u0e48\u0e22 \u0e21\u0e32\u0e01\u0e01\u0e27\u0e48\u0e32 3.51\u00a0<\/p>\n<\/td>\n

\n

IQA(1)<\/strong><\/p>\n<\/td>\n

\n

\u0e04\u0e30\u0e41\u0e19\u0e19\u0e40\u0e09\u0e25\u0e35\u0e48\u0e22\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e1c\u0e39\u0e49\u0e43\u0e0a\u0e49\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

N\/A<\/p>\n<\/td>\n<\/tr>\n

\n

AUN-QA(\u0e44\u0e21\u0e48\u0e21\u0e35)<\/strong><\/p>\n<\/td>\n

\n

None<\/p>\n<\/td>\n

\n

level \u2026none\u2026.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

Evidence<\/strong> <\/p>\n\n\n\n
Evidence No.<\/strong><\/td>List of evidences<\/strong><\/td><\/tr>
9.2.1.1<\/td>N\/A<\/td><\/tr><\/tbody><\/table>\n\n\n\n

Indicator 9.3 Employability\/Graduates research output Publications<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Evidence<\/strong> <\/p>\n\n\n\n

\"\"<\/figure>\n\n\n

Out of 56 Bachelor Graduates, 43 of them were employed.<\/p>\n

    \n
  1. Percentage of Bachelor Graduates who are employed or self employed in 1 year = (Number of Bachelor Graduates who are employed or self employed within 1 year\/ Total number of graduate survey respondents) x 100\n

    Percentage of Bachelor graduates who are employed or self-employed in 1 year = (43\/56) x 100 = 76.79%<\/p>\n<\/li>\n

  2. Score = (Percentage of Graduates who are employed or self-employed in 1 year\/100) x 5\n

    Score = (76.79\/100) x 5 = 3.84<\/p>\n<\/li>\n<\/ol>\n\n\n

    \u0e15\u0e32\u0e23\u0e32\u0e07\u0e41\u0e2a\u0e14\u0e07\u0e01\u0e32\u0e23\u0e44\u0e14\u0e49\u0e07\u0e32\u0e19\u0e17\u0e33\u0e2b\u0e23\u0e37\u0e2d\u0e1b\u0e23\u0e30\u0e01\u0e2d\u0e1a\u0e2d\u0e32\u0e0a\u0e35\u0e1e\u0e20\u0e32\u0e22\u0e43\u0e19 1 \u0e1b\u0e35 (\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e23\u0e30\u0e14\u0e31\u0e1a\u0e1b\u0e23\u0e34\u0e0d\u0e0d\u0e32\u0e15\u0e23\u0e35)<\/p>\n\n\n\n
    Items<\/strong><\/td>Quantity<\/strong> <\/td><\/tr>
    1. Total number of Bachelor degree graduates. <\/td>56<\/td><\/tr>
    2. The number of Bachelor degree responds to the survey of employment within 1 year after graduation. <\/td>49<\/td><\/tr>
    3. The number of Bachelor degree graduates who are employed after graduation (not included self-employed persons) <\/td>39<\/td><\/tr>
    4. The number of Bachelor degree graduates who are self-employed. <\/td>4<\/td><\/tr>
    5. The number of Bachelor degree graduates who were already employed before studying in the program. <\/td>–<\/td><\/tr>
    6. The number of Bachelor degree graduates who continued thesis further studies in graduate Education level. <\/td>–<\/td><\/tr>
    7. Salary per month on monthly income of Bachelor degree graduates who were employed on Self-employed (mean) <\/td>21866<\/td><\/tr>
    8. Satisfaction assessment scores toward graduates quality in accordance with the Thai Qualification framework for Higher Education (mean full score = 5) <\/td>4.15<\/td><\/tr>
    9. Number of Bachelor degree graduates who owned their business with regular incomes. <\/td>–<\/td><\/tr>
    10. Number of Bachelor degree graduates who ordained as monks. <\/td>–<\/td><\/tr>
    11. Number of Bachelor degree graduates who were drafted into the military. <\/td>–<\/td><\/tr><\/tbody><\/table>\n\n\n\n

    Self-Assessment<\/strong><\/p>\n\n\n\n\n\n\n\n\n
    \n

    Goal<\/strong><\/p>\n<\/td>\n

    		\n

    Performance (Qualitative KPI (items))<\/strong><\/p>\n<\/td>\n

    		\n

    Self-Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

    \n

    Percentage 100<\/p>\n<\/td>\n

    		\n

    IQA(1)<\/strong><\/p>\n

    Bachelors<\/p>\n<\/td>\n

    		\n

    \u0e08\u0e33\u0e19\u0e27\u0e19\u0e1c\u0e39\u0e49\u0e21\u0e35\u0e07\u0e32\u0e19\u0e17\u0e33\u0e43\u0e19 1 \u0e1b\u0e35\/\u0e08\u0e33\u0e19\u0e27\u0e19\u0e1c\u0e39\u0e49\u0e2a\u0e33\u0e40\u0e23\u0e47\u0e08\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/p>\n<\/td>\n

    		\n

    Percentage 76.79<\/p>\n<\/td>\n

    		\n

    3.84 mark<\/p>\n<\/td>\n<\/tr>\n

    \n

    Masters\/Doctoral<\/p>\n<\/td>\n

    		\n

    \u0e1c\u0e25\u0e23\u0e27\u0e21\u0e16\u0e48\u0e27\u0e07\u0e19\u0e49\u0e33\u0e2b\u0e19\u0e31\u0e01\u0e1c\u0e25\u0e07\u0e32\u0e19\/\u0e08\u0e33\u0e19\u0e27\u0e19\u0e1c\u0e39\u0e49\u0e2a\u0e33\u0e40\u0e23\u0e47\u0e08\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/p>\n<\/td>\n

    		\n

    Percentage –<\/p>\n<\/td>\n

    		\n

    – mark<\/p>\n<\/td>\n<\/tr>\n

    \n

    AUN-QA(None)<\/strong><\/p>\n<\/td>\n

    		\n

    none<\/p>\n<\/td>\n

    		\n

    Level\u2026none\u2026.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

    Evidence<\/strong><\/p>\n\n\n\n
    Evidence No.<\/strong><\/td>List of evidences<\/strong><\/td><\/tr>
    9.3.1.1<\/td>Alumni and Graduates Job Status<\/a> <\/td><\/tr><\/tbody><\/table>\n\n\n\n

    Self-Assessment<\/strong><\/p>\n\n\n\n
    Self-Assessment<\/strong><\/td>IQA<\/strong><\/td>AUN-QA<\/strong><\/td><\/tr>
    Indicator 9.1<\/td>5<\/td>3<\/td><\/tr>
    Indicator 9.2 <\/td>N\/A<\/td>–<\/td><\/tr>
    Indicator 9.3 <\/td>3.84<\/td>–<\/td><\/tr>
    Overall Average score<\/strong><\/td>4.42<\/strong><\/td>–<\/td><\/tr><\/tbody><\/table>\n","protected":false},"menu_order":12,"comment_status":"open","ping_status":"closed","template":"","_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/business\/index.php?rest_route=\/wp\/v2\/ab_report\/5661"}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/business\/index.php?rest_route=\/wp\/v2\/ab_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/business\/index.php?rest_route=\/wp\/v2\/types\/ab_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2223\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5661"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5661"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}