Component 6: Faculty Members

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

5.1. Academic staff planning to fulfill quantity and quality of staff as per needs

The programme has to have at least five academic staff who are deemed to be qualified to fulfill the needs of their stipulated academic escalation.

The programme has the stipulated planning for their academic staff which ensures that the quality and quantity of the academic staff fulfill the needs of the enhancement and enrichment of their academic activities.  Evidence: Minutes of the meeting

2. Staff workload is measured and monitored to improve the work quality

Maintaining a good work-life balance, assuring productivity, and delivering high-quality results all need effective task management.

All lecturers in the BEDM major are assigned workloads that are reviewed for fairness and openness, ensuring that responsibilities are assigned evenly based on staff competence and capacity. It also assessed whether workload allocation took individual abilities, professional growth goals, and overall duties into account. This guaranteed that employees were not overburdened or underutilized, resulting in higher work quality as individuals were able to focus on their allocated jobs more effectively.

Each staff member’s responsibility is distributed to them prior to the start of each semester by allocating classes and time sufficient to complete the teaching plan outlined in the TQF3.

Workloads are assigned to each lecturer based on student input and evaluation in TQF5. This proactive approach improved job quality by allowing for prompt modifications and ensuring that employees have the required assistance and resources to carry out their duties.

Evidence:

1. Workload Tracking Records
   1. Teaching – TQF, MIS Attendance Page
   2. Research Work – E-mail Tracking
   3. Academic Work – E-mail Communication – QA Office
2. Performance Evaluation
3. Staff feedback
4. Outcome Assessments
5. Training & Development

3. The competencies of the academic staff are determined, evaluated, and communicated

Competent and skilled academic personnel are crucial for providing high-quality education, conducting research, and contributing to the overall success of the institution.

The academic staff’s strengths in education, research, and academic service are prioritized by the STIC policy.

Teaching competency is evaluated through student feedback, peer feedback, a course audit at the completion of each course, and a competency appraisal system designed by the college at the end of each academic year. The STIC sets an evaluation for the academic staff’s 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. The supporting staff will collect all evaluation forms and submit the evaluation analysis to the Associated Dean of Academic Affairs to formulate an improvement plan.

Lecturers are expected to design a teaching plan and an assessment plan that match with the course and program learning outcomes in order to provide high-quality education to students. Each Head of the Bachelor of Business major reviews the teaching and assessment plans, and feedback is provided to the staff member in a timely way, so that the lecturer can make modifications and prepare according to the reviewer’s criteria.

The questions prepared by lecturers for conducting midterm and final tests are reviewed by at least three reviewers, so that the lecturer may improve the questions to be competent and make the students to successfully complete the examinations.

Each Program lecturer is assigned to do research for the academic year and is advised to conduct their study in their area of competence. The instructors have also conducted research and published publications in prestigious journals that are indexed in Scopus.

At the conclusion of the year, each faculty member submits a performance appraisal report to the college’s human resources department, which includes accomplishments, personal goals for the following year, and improvement plans. This allows staff employees to evaluate themselves and do what is necessary to attain the goals.

Evidence:

1. Competency Framework
2. Competency Assessment
   1. Self-Assessment
   2. Peer reviews
   3. Evaluation Criteria
   4. Performance Evaluation
   5. Assessment Results
   6. Development plan
3. Professional Development Plan
4. Communication of Expectations
   1. Staff Handbook
   2. Job Description
   3. Department Meetings
5. Performance feedback
6. Staff Development Initiatives

4. The quantity of academic staff and duties allocated are appropriate

It is crucial to ensure that there is an appropriate number of academic staff members to effectively deliver quality education, conduct research, and fulfil administrative responsibilities. The duties of the academic staffs are allocated appropriately based on their educational background, their areas of expertise, and personal choices made by the lecturers.

A plan regarding teaching-, research- and academic title-oriented duties were allocated to the lecturers is done during the start of the academic year and were discussed and in the department meetings. The staffs were monitored and regular updates were discussed in the subsequent department meetings so that the lecturers were meeting the timelines to do their duties.

The appropriate allocation of duties resulted in increased productivity and efficiency among academic staff members. By aligning workload with individual competencies, staff members were able to focus on their areas of expertise, leading to improved teaching quality, research outcomes, and administrative effectiveness.

Moving forward, the department should continue to monitor staff quantity and workload allocation, considering factors such as program growth, emerging needs, and evolving industry requirements. Regular reviews and adjustments will help maintain the appropriateness of staff quantity and workload allocation, ensuring continued success in delivering quality education and achieving program objectives.

Evidence:

1. Staff-to-Student Ratio
2. Work Load allocation Record
3. Feedback & Surveys
4. Performance Evaluation
5. Staff Retention & Turn over rates

5. The performance assessment of the academic staff is based on a merit system that accounts for teaching, research, and service.

5.5. Promotion processes of academic staffs

Promotion policy of institute includes increment of salary after each year which is evaluated and calculated by the council head depending upon the individual performences of academic administrative activities as assigned and some individual activities [not assigned but by mere personal ethics] deem appropriate for associates’ motivations, and departmental, in turn, institutional developmental.

Every faculty receives the promotion in respect of salary increment after successful completion of each year as per their respective activity wise performance as deemed appropriate.

6. Duties and responsibilities of academic staff allocated are clearly stated and communicated to all staff

In terms of roles, relationships, and accountability, academic staff are expected and assigned to fulfill four main roles: teaching, research, academic services, and administrative services. However, the proportion of these four-dimensional workloads can be individually varied upon each academic staff’s choice, so long as it conforms to the HR regulation and is agreed to by each individual. The academic staff can reflect on their thoughts and complaints towards the new regulations and any perceived ‘unfair’ regulation or decision through the various channels, including the STIC Academic Staff Council, and the STIC Personnel Committee. Together with the given rights, benefits, and roles, the academic staff is expected to fulfill 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.

The STIC, valuing the ethics for academic staff, addresses the ethics for academic staff to; give best service to students with empathy and fairness; be a role model in both professional and personal affairs; carry out academic roles without interference from other influences or benefits; follow the rules of the national board of research; constant study and make progress in academic knowledge; and serve society and the community with knowledge.

The presence of written documentation, such as employment contracts, and staff handbooks outlines the duties and responsibilities of academic staff members.

Newly recruited lecturer in the EDM department is given orientation on the day of joining the institution by the Head of the department about their roles, duties and responsibilities so that the new lecturer comprehensively understands and follow it. Regular departmental meetings are conducted throughout the academic year to communicate the same to all the staff members. Emails are also sent to individual staff members as a reminder to do the duties allocated to the staff members. These reminders help the staff to complete their work within the time period.

Evidence:

1. Staff Handbook
2. Job description
3. Employment Contract Sample
4. Communication Channels
   1. Department Meeting
   2. Email Communication
   3. LINE Group Communication
5. Performance Evaluation & Feedback
6. Staff Acknowledgement & Confirmation

7. The training and developmental needs of the academic staff are systematically identified and aligned to the program needs.

Systematically identifying and addressing these gaps ensures that employees have the essential skills, knowledge, and abilities to effectively do their jobs.

Surveys, performance evaluations, self-assessments, and future development plans are used by the department to identify the academic staff’s training and development needs. The department encourages professors to obtain doctoral degrees and provides resources to help them continue their education on a part-time basis.

The department has also committed funds to develop teachers’ academic and professional capabilities in accordance with the institution’s objectives. (KM, IT, Research, and Quality Assurance).

A knowledge management presentation is held each semester to enable lecturers to increase their talents, learn about new teaching methodologies, and share their information and teaching methodologies with other departments and faculties.

The department has proven a commitment to methodically identifying and connecting academic staff training and development needs with program requirements. The department can further develop its processes and foster a culture of continuous learning and professional growth among its academic staff by conducting ongoing evaluation and improvement.

Evidence:

1. Training and Development Budget Plan for the Academic Year
2. Training needs Assessment
3. Professional Development Plans
4. Training Programs & Workshops
   1. TQF Workshop
   2. Workshop on “Research Possibilities in the absence of experimental set up or labs”
   3. Workshop on “The internship duties and responsibilities of the internal advisor”
   4. Knowledge Management Meeting Report
5. Training Evaluation
6. Staff Performance and Program Outcomes

8. Performance assessment is brought to be part of program management.

At the end of every term, the lecturer is evaluated by students. This evaluation tool is built into TQF 3 and TQF 5 of the MIS system. The numerical value of the assessment is not presented in the system and can only be seen by the lecturer after the grades are released.

These statistics were thoroughly analyzed to determine the lecturer’s strengths and weaknesses. Faculty members can also receive vital feedback on their teaching effectiveness, research contributions, and service commitments through performance evaluation. This feedback identifies faculty members’ strengths and areas for improvement, allowing them to improve their performance and continuously build their skills and expertise. This, in turn, leads to better program delivery and student learning experiences.

The department ensures that the program is responsive to changing educational needs and industrial requirements by assessing assessment results on a regular basis and implementing initiatives to address identified areas of concern.

Evidence:

1. Performance Assessment Policy
2. Performance Evaluation Processes
   1. self – assessment
   2. Peer Review
   3. Supervisor Evaluation
   4. External Assessment
3. Performance Improvement plans
4. Training and Development Programs
5. Communication and transparency

9. Academic staff, students, and communities are together to create learning experiences

The college organization culture is, STIC: 

          S = Sharing and Caring

          T = Trustworthy, honest, correct, punctual

          I = Inter-cultural competency, compatible with multinational cultures

          C = Commitment to Quality

Guided by the above organizational culture, the academic staff, students, and people of the community exist harmoniously through different activities to create meaningful learning experiences for the development not only of the community but of the country in general.

The department makes efforts to develop collaboration among academic staff, students, and communities in order to create meaningful learning experiences. The institution hopes to provide holistic and engaging learning experiences by incorporating all stakeholders in the educational process.

Students must complete an internship in the sector as part of their degree requirements. During their internships, students acquire empathy, cultural understanding, and civic involvement while also contributing to community development by addressing community issues and working on projects.

While doing their internships, students developed critical thinking, problem solving, communication, and teamwork skills, as well as a deeper understanding of societal issues and community needs. These transferable skills can prepare students for future challenges and empower them to contribute positively to society.

10.  Academic staff integrates Arts and Culture into learning management

Incorporating arts and culture strives to improve the educational experience, develop creativity, and promote creative expression and cultural inquiry while studying in accordance with program and course learning outcomes.

As part of an endeavor to integrate arts and culture into learning management, a course on cross-cultural management is being taught. This course allows students to gain a broader awareness of different cultures. As part of this subject, students must display the culture of any country in the world in an artistic style. This fosters critical thinking in students while also providing possibilities for self-expression. As a result, students gain confidence, creativity, and a sense of agency in their educational path.

Some of the activities wherein the lecturers and staff were engaged were the 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 On-Point) as well as on the college website.

Evidence:

1. Inter-Cultural variety Show
2. Assessment Rubrics

Self-Assessment

Goal	Performance(KPIเชิงคุณภาพให้ระบุข้อ)		Self-Assessment
…5 item…	IQA(1-10)	1,2,3,4,5,6,7,8	8 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	Minutes of the meeting
6.1.1.2	Teaching Loads of all lecturers
6.1.1.3	Instructors Competencies and appointment system
6.1.1.4	Lecturers’ CV
6.1.1.5	Academic Staff Performance Evaluation
6.1.1.6	Lecture’s Manual New Lecturer’s Orientation
6.1.1.7	Seminar Certificates, Published Articles
6.1.1.8	Assessment Result, Students’ Feedback
6.1.1.9	Academic Service to the Community
6.1.1.10	Courses Integrated into Teaching & Learning

Indicator 6.2   Doctoral degree qualification

Performance

1. (1/5)*100 = 20
2. (20/20)*5 = 5

Self-Assessment

Goal	Performance(KPIเชิงคุณภาพให้ระบุข้อ)		Self-Assessment
Percentage 20	IQA(1)	อาจารย์ปริญญาเอก 1 คน/อาจารย์ผู้รับผิดชอบ 5 คน	percentage 20	5 mark
	AUN-QA(ไม่มี)	None	Level …none….

Evidence

Evidence No.	List of evidences
6.2.1.1	CV Dr.Dwiptendra

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

1. (2/5)*100 = 40
2. (40/20)*5 = 10 = 5

ตารางแสดงข้อมูลผลงานทางวิชาการที่ได้รับการตีพิมพ์ ประจำปีการศึกษา 2565

No.	Title	Name of the Lecturer	Name of Journal	Index	Weight
1	Up-Skill Learning Management Competencies in English Language for Elementary School Teachers in Academic Service Networks for Society, St Theresa International College, Thailand	Piyada Wattanasan Chanida Muangkaew Bhuson Tran Montien Chomdokmai4	Journal of Positive School Psychology,6(6),10730-10738 (2022)	Scopus Q2	1.00
2	Factors of Core Competencies Influencing the Accounting Competencies of Thai Accounting Graduates for Working in The ASEAN Economic Community	Tanawadee Kangnoi Rubaba Nawrin Bandyopadhyay Dwiptendra Orawan Chanchalor	Journal of Higher Education Theory and Practice ,22(9),493-501 (Aug 2022)	Scopus Q4	1.00

Self-Assessment

Goal	Performance (Qualitative KPI (items))		Self-Assessment
Percentage 20	IQA(1)	ผลรวมถ่วงน้ำหนักผลงาน 2/อาจารย์ผู้รับผิดชอบ 5 คน	percentage 40	5 mark
	AUN-QA(ไม่มี)	None	level …none….

Evidence

Evidence No	List of evidences
6.3.1.1	Up-Skill Learning Management Competencies in English Language for Elementary School Teachers in Academic Service Networks for Society, St Theresa International College, Thailand
6.3.1.2	Factors of Core Competencies Influencing the Accounting Competencies of Thai Accounting Graduates for Working in The ASEAN Economic Community

Self-Assessment

Self-Assessment	IQA	AUN-QA
Indicator 6.1	5	3
Indicator 6.2	5	–
Indicator 6.3	5	–
Overall Average	5	–