Component 2: Learning Outcomes – FACULTY OF EDUCATION : QA MIS

Indicator 2.1. Expected Learning Outcomes

For criteria 6 and 7, 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 item

AUN-QA based criteria

AUN-QA Criterion 1 – Expected Learning Outcomes

For AUN-QA, criteria 1 to 5 are assessed at 7 levels.

Operational Result

1. Expected learning outcomes are formulated and communicated

The learning outcomes of the EDM program (latest revised and used from 2020) are divided into 5 domains viz. Moral and Ethics, Knowledge, Cognitive/Intellectual Skills, Interpersonal Skills and Responsibility, Numerical and Information Literacy/ Communication Skills. The program LOs are derived on the basis of the institutional vision and mission as well as the general description of learning outcomes given by the Commission on Higher Education, the Ministry of Education, as described in the following:

Table 1.1 Program learning outcomes of EDM program

Learning outcomes as per TQF2 in Thai	Learning outcomes in English in the TQF information system	Note on the alignment of the LOs to the vision and mission of the university
Group 1 Moral and Ethics learning outcomes
E1 มีความซื่อสัตย์สุจริตและสามารถจัดการปัญหาความขัดแย้งระหว่างผลประโยชน์ที่ได้ร้บ กับจริยธรรมโดยใช้ดุลยพินิจทางค่านิยม ความรู้สึกของผู้อื่น ค่านิยมพื้นฐาน และจรรยาบรรณวิชาชีพ	E1 Personal integrity: resolve conflicts into ethical or moral choices: Have a public and volunteer mind, patience and endurance, sacrifice, responsibility and honesty in academic and professional assignments; can develop, improve and enrich students continuously; behave as a good model for students, families, and nation as well as strengthen sustainable development.	The College wants the graduates to be trustworthy and use moral and ethical rationale in making a choice of action as one encounters conflicts or issues in work or life. [R1. Vision and Mission statements of the university.]
E2 มีทัศนคติที่ดีต่ออาชีพและแสดงออกซึ่งคุณธรรมและจริยธรรมในการปฏิบัติงานและการปฏิบัติตนต่อผู้อื่นอย่างสม่ำเสมอ	E2 Professional ethics: show self-consistency between moral & ethical belief and behavior: Be patient, humble, kind, calm and quiet, considerate, caring; expressing love, faith and pride in the teaching profession, the spirit of being a teacher and behave as per the professional ethics.	The College wants the graduates to be professional in the performance of their duties wherever they may be employed and even in the conduct of their daily lives. [R1. Vision and Mission statements of the university.]
E3 มีความรับผิดชอบในหน้าที่ เป็นสมาชิกที่ดีและมีส่วนร่วมในกิจกรรมเพื่อการพัฒนา มีภาวะ ผู้นำ และเป็นแบบอย่างที่ดีต่อผู้อื่น	E3 Fellowship of society: show self-responsibility, membership rolls, leadership & volunteer for social development Have democratic values and attributes such as respect for rights and honor others; have harmony and ability to work with others and use reason and wisdom in life and decision making; have potential to take leadership and volunteer roles in social development and have responsibility for the same .	The College wants the graduates to be good members of society. They are expected to be contributors and good influencers in their one group, organization and/or community. [R1. Vision and Mission statements of the university.]
E4 มีวินัยในการทำงานและปฏิบัติตามกฎระเบียบและข้อบังคับขององค์กรและสังคม	E4 Self-actualization to discipline: show consistency between self-discipline and good social standards Have courage, ability, potential and moral expression; have ability to diagnose, manage and conceive of moral and ethical problems and situation with care, accuracy and amicably, suitable for the society, work and environment, based on the principles, reasons, and discretion in values, social norms, fellow feelings toward others and benefits of society as a whole; anticorruption and inaccuracies; have a consciousness to the transparency of the society and the relation.	The College wants the graduates to be happy in the conduct of their duties, feeling fulfilled in all their undertakings. [R1. Vision and Mission statements of the university.]
Group 2 Knowledge learning outcomes
K1 มีความรู้ในสาขาวิชาบริหารธุรกิจทั้งหลักการ ทฤษฎี และภาคปฏิบัติ อย่างกว้างขวางเป็นระบบ เป็นสากล และทันต่อสถานการณ์โลก	K1 Professional knowledge: articulate business theories & practices that are systematic, global and up-to-date Have extensive and thorough knowledge of fundamental principles and theories of mathematics and its teaching process and methodology up to possibility and viability to apply to the teaching profession in practice; have knowledge of understanding life, community around the world, and in living together based on diverse culture, able to cope up with the social change, able to apply the philosophy of sufficiency economy in life and can develop oneself to develop work and other fellow neighbours .	The College wants the graduates to be the master of their own field of specialization. They are expected to be effective in delivering lessons to the students especially in Mathematics. [R1. Vision and Mission statements of the university.]
K2 มีความรู้ที่เกิดจากการบูรณาการความรู้และพัฒนาการใหม่ๆ ในศาสตร์ต่างๆ ที่เกี่ยวข้อง	K2 Application knowledge: derive knowledge from application of business concepts to other relevant subjects Have knowledge and understanding principles, theories and intrinsic concepts of mathematics taught; able to apply knowledge to analyze, appraise and solve known and unknown problems; able to knowledge to integrate teaching and learning with real practice and cross-science integration; able to apply knowledge of information technology in teaching profession; able to apply knowledge to track progress in academics and to develop neighbour learners.	The College wants the graduates to be able to apply their knowledge in real life activities, not only a master of the concepts and theories but in practical applications as well. [R1. Vision and Mission statements of the university.]
K3 มีความรู้ในกระบวนการและเทคนิคการวิจัยเพื่อแก้ไขปัญหาและต่อยอดองคค์วามรู้ในงาน อาชีพ	K3 Research know-how: show procedural knowledge in research for professional & knowledge advancement Have thorough and comprehensive knowledge of fundamental principles, theories and concepts of mathematics contents and teaching profession to analyze and solve critical and unseen problems and able to conceive and find new innovative concepts and problems to pursue basic research appropriate and suitable for the programme for professional and knowledge advancement.	The College wants the graduates to be able to do some research-related activities for the purpose of improving oneself and in effect equipping oneself the strategies and techniques needed in teaching. [R1. Vision and Mission statements of the university.]
Group 3 Cognitive skills learning outcomes
C1 มีความสามารถประมวลและศึกษาข้อมูลเพื่อวิเคราะห์สาเหตุของปัญหาความขัดแย้ง และ ผลกระทบจากแหล่งข้อมูลที่หลากหลาย รวมทั้งหาแนวทางป้องกันและแก้ไขปัญหาได้อย่าง เหมาะสมทั้งเชิงกว้างและเชิงลึก	C1 Problem solving: analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately Two common approaches are – (i) using basic standard formulae, definitions and basic results; (ii) using practical, to solve basic and common problems of the context of study; quantitative methods and numerical problems help understanding basic concepts, definitions, and help developing skills and ability to analyze and solve problems, interpret data and results meaningfully, hence enhancing intelligence to select proper techniques for various problems.	The College wants the graduates to be fully equipped with right problem-solving abilities following the mathematical approaches. [R1. Vision and Mission statements of the university.]
C2 มีความสามารถประยุกต์ใช้ความรู้ภาคทฤษฎี และภาคปฏิบัติไปใช้ประโยชน์ในการฝึกประสบ การณ์ภาคสนามและการปฏิบัติงานจริงตามสถานการณ์ได้อย่างเหมาะสม	C2 Knowledge application: apply theoretical & practical knowledge appropriately in field work, practicum or actual jobs Acquire extensive and in-depth knowledge of the context of the kernel which one can apply very lucidly and elegantly in practice to educate learners and neighbouring fellows of the society and can monitor progress and asses improvement systematically to develop learners in practum and teaching profession applying various methods and knowledge of information technology that may upgrade the system to run smoothly.	The College wants the graduates to be able to apply their knowledge in real life activities, not only a master of the concepts and theories but in practical applications as well. [R1. Vision and Mission statements of the university.]
C3 มีความสามารถประยุกต์ใช้นวัตกรรมจากภาคธุรกิจและจากศาสตร์อื่นๆ ที่เกี่ยวข้อง เพื่อ พัฒนาทักษะการทำงานให้เกิดประสิทธิผล	C3 Professional/personal development: apply business or technical innovation to enhance professional skills & effectiveness. Have realizable and appreciable ability and responsibility to apply skills of technical knowledge for innovations acquired during teaching; learning process to the family, society and in teaching profession or related jobs which can demonstrate interpersonal responsibility information research via group activities gathering relevant technical knowledges and interpretation; able to manage skills of using appropriate information technology in presenting and assessing data or information for meaningful report; able to enhance effective communication skills through in-house, discussions, quizzes etc. to present acquired knowledge comprehensively in practice using various digital technology; able to encounter changes in digital world, cross-platform technology and future world including application in relevant jobs diagnose, develop work creativity and innovativeness regarding knowledge, theoretical concepts, practical experiences, policies and national strategies, social norms and potential impacts.	The College wants the graduates to be the master of their own field of specialization. They are expected to be effective in delivering lessons to the students especially in Mathematics. [R1. Vision and Mission statements of the university.]

2. Designed expected learning outcomes are appropriate with the learning management

1.2 According to the TQF information system, the selected PLOs are assigned to the course as major LOs. The major LO means that it must be assessed and reported in terms of the student performance or achievement at the conclusion of the course.

Table 1.2 :

Explain how the course learning outcomes (only the major LOs for each group) are derived.

Learning outcomes are descriptions of the specific knowledge, skills, or expertise that the learner will get from a learning activity, such as a training session, seminar, course, or program. Learning outcomes are measurable achievements that the learner will be able to understand after the learning is complete, which helps learners understand the importance of the information and what they will gain from their engagement with the learning activity.

How may we claim that the course LOs are aligned to the program LOs?

Curriculum mapping is used to evaluate the links between the learning objectives and its target program learning outcomes. If mapping is well defined and matches our expectation then it gives us assurance that alignment is up to the mark. Curriculum mapping typically involves the gathering of data from course documents, curriculum developers, teachers, and students to check and monitor if their congruence with the objectives of a course or a program can be maintained.

May we tabulate the alignment claim by comparing each of the program LOs and course LOs?

(to produce students who will be competent in mathematics who can teach it in English, strong in Moral and Ethics, sound in mathematics with proficient English, honest, patient, considerate, caring for students, can be trustworthy, potential leader, humble to other fellow and cater well to the society and nation, be a good Model to the students as an almost perfect citizen teacher.)

Program learning Outcomes and course Learning outcomes are compared side by side to have a strong basis in the implementation of the EDM program in producing students who are competent in mathematics and can teach it in English with strong attributes in Moral and Ethics, proficient in mathematics with proficient English, honest, patient, considerate, caring for students, can be trustworthy, potential leader, humble to other fellow and cater well to the society and nation, be a good Model to the students as an almost perfect citizen teacher.

3. Generic learning outcomes and specific learning outcomes are formulated.

1.3 In most of the program learning outcomes, namely Moral and Ethics, Cognitive skills, Interpersonal skills and Numerical and information communication skills, there are generic or transferable learning outcomes (see table 1.1 above).

Table 1.3 :

Do we have subject-specific learning outcomes that are related to knowledge and skills in the study discipline? What are they?

Internships during the senior years of the students are designed purposely for the students to be able to acquire and equip themselves with the proper training needed in the conduct of their teaching activities. Internship programs are designed specific learning outcomes specifically targeting their stored knowledge and be able to apply the skills in teaching.

4. Expected learning outcomes meet the requirement of external stakeholders

1.4 Suppose we take our students or alumni, instructors, practicum supervisor and employers (from the graduate job survey) as the stakeholders of our program.

Table 1.4 :

Did they provide any useful feedback or recommendation which allows the program coordinators to adjust the program learning outcomes?

Yes we do have a very specific feedback system from the student side to know about every things that they expect from course learning, curriculum, instructor’s performance, college etc. and how they use these expected outcomes in their further studies.

Explain when and how the program LOs may be changed to accommodate the suggestion of the stakeholders

As we know students, teachers and college management are the main stakeholders. But our main focus is to facilitate our students up to the great extent. To facilitate them we should timely change LOs according to the recent trends of study and which is best suited to their job requirements, which makes them equipped with extra knowledge as compared to the other students from other colleges. Our curriculum and course learning outcomes should be unique and must have advantage over the others.

5. The expected learning outcomes are achieved by the students by the time they graduate

1.5 Do we have a capstone course that represents all other major courses of the program and assesses not only the course but the program learning outcomes before the end of the program?

Table 1.5 :

What are they? How are the

assessments carried out?

Students are assessed through their special teaching demonstration to culminate their internship program. It is done in the presence of their Mentor, who is an expert Teacher in the field of Mathematics, and a Program Supervisor, who is also an expert in the field of teaching Mathematics.

6. The assessment result of students’ learning outcomes in 4 aspects: knowledge, skills, morals and ethics, and personal characteristics from each level have to be higher than 3.51

The BEDM programme expected outcomes of 4 aspects attainment of the graduates, including mean score of perceived achievement of overall PLOs.

The results of the satisfaction of employers towards our student performance, Table below, show clearly that program expected learning outcomes are achieved. The faculty has conducted employer’s Satisfaction of our students’ performance at work for 5 years of comparative view. The comparative view of average scores of the survey in the three (3) aspects shows Very Good Satisfaction.

As show in the data below [in the Table below], the assessment results of students learning outcomes in all aspects are higher than 3.51.

Evidence:

Employer Satisfaction Survey for 5 Years, a Comparative View:

Table : Employers’ Satisfaction Survey on Graduates’ Services for 5 Years

Part – 1: Satisfaction on Graduates’ Characteristics [as per Desirable Learning Standards of Graduates]

Serial	Item Description	2018	2019	2020	2021	2022
1.	Moral & Ethics	4.22	4.00	4.00	4.17	4.21
2.	Knowledge	4.40	4.00	4.20	4.28	4.25
3.	Skills	3.40	4.20	4.00	3.90	4.00
4.	Personal Characteristics	3.65	3.74	4.20	4.22	4.16
*Total Mean Score*		*3.92*	*3.99*	*4.10*	*4.14*	*4.16*

Part – 2: Learners’ Satisfaction with Graduates [as per Results of Learners][as per ONESQA]

Serial	Item Description	2018	2019	2020	2021	2022
1.	Person Learner	3.40	4.20	4.40	5.00	4.40
2.	Co-creator	4.00	4.00	4.00	4.20	4.36
3.	Active Citizen	4.40	4.20	4.40	4.20	5.00
*Total Mean Score*		*3.93*	*4.13*	*4.27*	*4.47*	*4.59*

Part – 3: Satisfaction of English Language Proficiency and 21^st Century Skills of Graduates

Serial	Item Description	2018	2019	2020	2021	2022
1.	English Language	4.40	4.40	4.00	4.00	4.18
2.	Learning Skills and Innovation	4.00	4.14	4.20	4.28	4.20
3.	Media and Technology Skills	3.84	3.80	4.00	4.00	4.20
4.	Skills in Living and Profession	3.40	4.00	4.40	4.56	4.61
*Total Mean Score*		*3.91*	*4.08*	*4.15*	*4.21*	*4.30*

Satisfaction level scale:

4.01 – 5.00 = Very Good

3.01 – 4.00 = Good

2.01 – 3.00 = Fair

0.00 – 2.00 = Need Improvement

Please describe what the program has done with respect to this criterion.

7. The average of the assessment result of all 4 aspects of students’ learning outcomes has to be higher than 3.51