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
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2.1. Specifications of the program |
The programme is up to date and comprehensive and suited to all the stakeholders and meeting. The current job requirements. |
We are trying to be number one in Thailand and creating a benchmark for other institutions. |
2. Comprehensive and modern program; and communication to all stakeholders.
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2.2. Design of the curriculum |
Curriculum is reviewed continuously during teaching and noted the gaps; updated accordingly uniformly and chronologically to meet the understanding and needs of the students and other stakeholders; kept for further design during new curriculum development. |
Design of the curriculum as per the needs is aligned properly and constructively to achieve the expected learning outcomes of the programme. |
3. The design of the curriculum is constructively aligned with achieving the expected learning outcomes
Expected learning outcome(s) is extracted from a well-defined curriculum. Before teaching takes place, the school has scrutinized if such curriculum is constructively aligned with the intended learning outcome(s).
Many scholars have infinite definitions of learning outcome. One of the scholars says “A learning outcome is a clear and specific statement that identifies what learners must demonstrate at the level and standard required to successfully pass their study at program and course levels.”
When a program is using the
constructive alignment approach to curriculum design, one basic activity is to
choose and develop learning activities that are aligned with intended learning
outcomes. That is, they are: likely to lead to learners achieving the specified
learning outcomes for a particular teaching session, course or program and
practical and appropriate to use within your current context and with available
resources in the program.
The moment you have captured about how the course learning activities can
provide learners with chances to elevate through these levels, the course might
want to change the measurable assessment words that form the basis of its
learning outcomes.
All the coursework as well as non-coursework activities within each curriculum have been designed to contribute, at least in part, to students‟ achievement of program expected learning outcomes. By integrating all teaching and learning processes along with non-coursework activities, all ELOs can be achieved.
4. The design of the curriculum includes feedback from external stakeholders
First-year students are introduced to the contents of BEDM programme during the summer semester. The detailed curriculum and syllabi are also available on College website, so students and stakeholders can refer to the curriculum structure and program specification. St. Theresa organizes annual enrolment consultations.
Through this activity, Faculty of Business Administration can introduce Bachelor of Business Administration program to high school students as well as parents across the country. In addition, on the first day of each course, lecturers introduce the detailed syllabus and assessment methods to students. Lecturers are also responsible for posting the syllabus on the Google classroom and LMS for students to refer to.
The Program will conduct survey to stakeholders and it will consider the feedback provided by them. The feedback will constitute to the development and design of the curriculum. Thus along with these factors, it will have its own system and mechanism, assessment process, improvement and development and lastly the result.
1. The curriculum or program will
plan for a meeting and discus the significance of data in measuring success in
relation to the attainment of the objectives of the curriculum.
2. A survey questionnaire will be carried out stakeholders particularly the
students, the lecturers, the employers, the parents and others at the end of
the academic year to assess the curriculum.
3. The curriculum or program will determine the findings of the survey,
conclude and come up with recommendation(s) thus integrate in the development
of the new curriculum.
4. The curriculum or program will write a draft of the new curriculum and
present it college council for approval.
5. The curriculum or program will submit a final copy to the college to get
final approval from the Ministry of Higher education, Research and Innovation.
6. The curriculum or program will be used by the instructors in every semester
and recommend their ideas in TQF5 to improve the course plan and assessment
plan.
The curriculum or program identifies areas with problems or lack of significance.
The curriculum or program will require a proposal from responsible lecturers to give insights on the new curriculum. The curriculum or program will go over on the progress of data utilization and identify the result.
The curriculum or program scrutinize the assessment criteria and its implementation after the curriculum revision
Improvement and Development
The curriculum or program was designed and it has to fulfill the assessment
criteria to ensure the attainment and success of the objectives of the
curriculum. The curriculum or program will continue to conduct a meeting
between and among the lecturers, head of program and the dean to oversee what
has not been achieved if there is any.
5. The curriculum is logically structured, properly sequenced
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2.5. Chronology of course structure and its integration in Curriculum |
As per vision and mission and philosophy of the BEDM programme, the courses are considered in the curriculum very carefully and logically and arranged sequentially and chronologically from basic to higher with integration to the teaching profession. |
All the courses in the curriculum of BEDM programme are shown to be considered as per the definition of the programme and logically structured and arranged properly and sequentially from basic to higher. |
6. The curriculum has the option(s) for students to pursue major and/or minor specializations.
The BEDM Programme is one of the programmes under the Faculty of Education with. The Program has 3 majors (i) Education Mathematics, (ii) Education Science and (iii) Education English any one of which can be offered to any learner who wants to specialize in other venture, (Evidence: TQF 2). The division of total course and the total credits of BEDM programme is described in the following Table:
Table:
| Item | Course | Credit |
| 1. | General Education | 24 |
| 2. | Specialized | 120 |
| 2(i). | Professional Teaching | 36 |
| 2(ii). | Major [Mathematics] | 46 |
| 2(iii). | Minor [English] | 20 |
| 3. | Free Elective | 06 |
| Total | 132 |
7. The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum
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2.7. Review and updation of the curriculum of EDM programme |
After each semester all courses are thoroughly reviewed and at the end of the every year all courses of the curriculum are re-reviewed and points for gaps as per feedback of relevant stakeholders (mainly students and the schools where students are expected to join for intern and job) and to maintain the standard and definition of the programme are to be noted; keeping basic courses unchanged (except possibly a little modification) other courses are kept for modification if necessary at the time of curriculum revision. |
This process is followed meticulously throughout the year and at the time of curriculum revision, this is taken into consideration for each course to make the programme effective for the job. |
8. The curriculum is aligned with the Higher Education Qualification Framework Standards’ learning outcomes
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No. |
Key performance indicators |
Followed |
Not followed |
Operational results |
ID Evidence |
|
1 |
At least 80 percent of regular faculty members attend meetings to plan, monitor, and review the operation of the programme of studies. |
P |
The programme instructors met six times in 2022 academic year for planning follow up and review |
Department Meetings |
|
|
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). |
P |
The new TQF 2 was approved by the OHEC in 2020. |
TQF2 |
|
|
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. |
P |
The program requires the instructors to submit TQF3 7 days before the semester begins. |
TQF3 & TQF4 |
|
|
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. |
P |
The instructors are required to submit their TQF 5 within 30 days after completion the course. |
TQF5 & TQF6 |
|
|
5 |
The performance report of the programme is finished, using form TQF 7, within 60 days after the end of each academic year. |
P |
The programme completed the performance report within 60 days after the end of the semester. |
TQF 7 |
|
|
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. |
P |
The learning outcomes were verified after reviewing TQF3, exam papers and TQF5. There were 12 subjects verified or 30% of the total subjects offered. Please see Verification of Learning Outcomes. |
Report on Verification of Learning Outcomes |
|
|
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. |
P |
Minor improvements were made based on the previous report. Improvements to be made are noticed down from this academic year and it will be implemented in the near future. Based on the committee findings in AY 2022, the programme addressed the following through – strengthening the marketing and recruitment of the students – providing opportunity for lecturers to apply for academic title – supporting lecturers as part of the Faculty Development Plan Please see the General Information Report of BEDM Programme for more details. |
Last Year SAR Assessment Results |
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8 |
All new faculty members (if any) receive orientation or advice regarding instructional management. |
N/A |
No new full-time instructor joined in the last academic year. |
New Lecturer Orientation |
|
|
9 |
All faculty members responsible for the curriculum receive training in academic and/or professional development at least once a year. |
P |
All instructors have undergone workshop and development seminar on teaching and learning more than 15 hours each during last year. |
KM report, Research workshop, Academic title workshop |
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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%. |
N/A |
No Support staff recruited yet. |
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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. |
P |
The senior students are very satisfied with the curriculum management and other services offered. |
Graduate survey |
|
|
12 |
The average satisfaction level of employers towards new graduates is not less than 3.5 out of 5.0. |
P |
The employers evaluated the level of satisfaction on the job performance of graduates which is scored as 4.23. |
Graduate user survey |
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Total indicators for each year |
11 |
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Number of indicators with Passing Scores, Only Indicators 1-5 |
05 |
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Percentage of Indicators 1-5 |
100 |
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Number of Indicators with Passing Scores |
11 |
Evidence:
- Curriculum Mapping
- TQF 03- sample
9. The Higher Education Qualification Framework Standards’ learning outcomes result from curriculum management
Five domains comprises of the expected learning outcomes of the students following the Thai Higher Education Qualification Framework Standards which are as under:
1) Moral and Ethics, 2) Knowledge, 3) Cognitive Skills, 4) Interpersonal Skills and Responsibility, 5) Analytical and Communication Skills.
The learning outcomes are achieved through the curriculum as follows:
|
Serial |
Domain Name |
Description |
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1 |
Moral and Ethics
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i) The students were very punctual in attending the classes. ii) Almost every student met the due dates in submitting the assignments and class work. iii) Their participation in various activities such as classroom discussions, seminars, study visits, question-answer sessions both in the classroom and during visits, student affairs activities etc. serves as evidence for the achievement of this learning outcome. iv) The active involvement of students in the assignments also serves as evidence for this domain. |
|
2 |
Knowledge |
i) The students’ performance in the class test, mid-term and final exams with respect to their knowledge in the fundamental concepts, theories and principles serves as major evidence for this domain. ii) Also, the verification of learning outcomes showed that this particular domain is achieved. iii) Even the students’ performance in the project work and presentation exhibited their achievement in this domain. |
|
3 |
Cognitive |
i) The students approach towards attempting the case studies in mid-term and final exams exhibited their higher-order thinking skills towards the concepts learnt. ii) The project work of the students proved that they have understood the concepts learnt in the classroom. iii) Also, the performances of the students during their internship proved that they have achieved this learning outcomes. The supervisors’ comments about the intern’s performance showed this. |
|
4 |
Interpersonal Skills and Responsibility |
i) This learning outcome is assessed through group activities such as Group discussions, Group presentations, and other team activities both inside and outside the classroom. This is mainly to assess their coordination with the other team members. ii) Leadership skills are also assessed through these activities. iii) In addition to that, their work culture during the internship training is also collected from the internship supervisors. |
|
5 |
Analytical and Communication Skills |
i) The students’ ability to use various scientific tools and digital devices as well as online resources in their academics proved that our students have gained analytical and information literacy skills. ii) The students have effective verbal and written communication skills and have ample skills of selection and usage of presentation styles suitable for various problems and audience groups. |
Evidence:
- TQF 2
- TQF-3
- TQF-5
- Project Reports
- Study visits
- Verification of Learning Outcomes
Self-Assessment
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Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
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|
…5 item… |
IQA(1-9) |
1,2,3,4,5,6,7 |
7 item |
5 mark |
|
AUN-QA(1-7) |
1,2,3,4,5,6,7 |
level 3 |
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Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 3.1 | 5 | 3 |