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 |
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
The program has set up long-term plans and short-term plans for academic staff considering succession promotion, redeployment, termination, and retirement. The number and qualifications of academic staff are stated in Component 1: regulatory standards have to follow the standards and regulations of the office of the Permanent Secretary, The Ministry of Higher Education, Research, Science, and Innovation. As stated in the staff manual, all academic staff are assigned to complete all missions of Higher Education (Teaching, Researching, Academic servicing, and Cultural Preservation). Academic staff is prepared for any course offered in the program that matches his/her specialization.
2. Staff workload is measured and monitored to improve the work quality
Staff workload is measured by the regulations of the college and the Ministry of Higher Education. Each academic year, academic staff are assigned and approved to complete the mission of Higher Education appropriately. by the program. The program and academic staff agreed and approved the workload together prior to the commencement of class.
3. The competencies of the academic staff are determined, evaluated, and communicated
Academic staff competency is composed of teaching competency, teaching performance, research competency, and academic services participation. Teaching competency is evaluated by learners’ feedback, peer review, and administrators of the faculty and college. Research competency is evaluated by the research project and the number of published articles in the journal. Academic staff are stimulated and motivated to submit the research project every academic year with funding support. For academic service competency, academic staff have to involve or participate or initiate in the plan of the program. The competencies are informed and communicated to all academic staff before the class starts.
4. The quantity of academic staff and duties allocated are appropriate
Every academic year, the program will set up the number of courses taught in each semester and the whole year. The program also considers the workload of each academic staff appropriately and fairly.
5. The performance assessment of the academic staff is based on a merit system that accounts for teaching, research, and service.
The Promotion of Academic Staff in the areas of teaching, researching, and academic servicing, the qualifications and academic titles are included for consideration based on the merit system which is designed by the college under the supervision of the merit and ethics committee and college council.
6. Duties and responsibilities of academic staff allocated are clearly stated and communicated to all staff
The rights, privileges, and benefits of academic staff are stated in the faculty handbook and based on the college regulations. All of those issues are communicated and informed during the new staff orientations and also updated in the staff refreshing meeting at the beginning of the semester.
7. The training and developmental needs of the academic staff are systematically identified and aligned to the program needs.
The program sets up the annual staff development plan in which all academic staff have to participate. The program allows each academic staff and staff to request for development in the area of his/her specialization annually. They can submit to the program and that personal development has to be approved before attending this development. The college permits academic staff to attend the development plan for 15 hours a year.
8. Performance assessment is brought to be part of program management.
At the end of the academic year, the program will collect feedback from stakeholders (learners, peers, administrators.) to develop the efficiency and effectiveness of program management for the next academic year.
9. Academic staff, students, and communities are together to create learning experiences
Academic staff, learners, and the community are invited to participate in many activities of the program in order to help create and increase the learning experiences such as academic services activities, and research participation.
10. Academic staff integrates Arts and Culture into learning management
Due to the mission of higher Education, academic staff, learners, and communities are involved in the cultural preservation activities. Those activities are also listed as the manual plan of the college and the faculty. Academic staff brings in knowledge, and wisdom from communities to integrate into the class.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
…5 item… |
IQA(1-10) |
1,2,3,9,10 |
….5… item |
…4.. mark |
|
AUN-QA(1-8) |
1(4), 2(4), 3(4) |
level ……3……. |
||
Evidence
| Evidence No. | List of Evidences |
| 6.1.1.1 | กิจกรรมอบรมชี้แจงเกณฑ์มาตรฐานการประกันคุณภาพฯ |
| 6.1.1.2 | กิจกรรมอบรมการขอตำแหน่งทางวิชาการ |
| 6.1.1.3 | แผนพัฒนาบุคลากรแนวทางการพัฒนาอาจารย์ |
| 6.1.1.4 | ตารางสอนอาจารย์ ภาระหน้าที่ของอาจารย์ประจำหลักสูตร |
| 6.1.1.5 | ผลการประเมินโครงการ E PLC เป็นผลงานวิจัย |
| 6.1.1.6 | แผนพัฒนาบุคลากรแนวทางการพัฒนาอาจารย์ ภาระหน้าที่ของอาจารย์ประจำหลักสูตร |
| 6.1.1.7 | ตารางงานของอาจารย์ บริการวิชาการ ศิลปวัฒธรรม |
| 6.1.1.8 | Improvement Plan 2565 |
| 6.1.1.9 | U -School การบริการวิชาการที่ให้นักศึกษา อาจารย์ และชุมชนได้ทำกิจกรรมร่วมกัน |
| 6.1.1.10 | U -School, โครงการครูคืนถิ่น |
Indicator 6.2 Doctoral degree qualification
Performance
All instructors responsible for the program hold a Doctoral degree.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
Percentage…. |
IQA(1) |
อาจารย์ปริญญาเอก 5 คน/อาจารย์ผู้รับผิดชอบ 5 คน |
percentage 100 |
5 mark |
|
AUN-QA(ไม่มี) |
None |
Level …none…. |
||
Evidence
| Evidence No. | List of evidences |
| 6.2.1.1 | TQF2 |
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 2022 Academic Year, 5articles were published in International journals.
= (5/5)*100 = 100
= (100/40) *5 = 12.5 =5
ตารางแสดงข้อมูลผลงานทางวิชาการที่ได้รับการตีพิมพ์ ประจำปีการศึกษา 2565
Self-Assessment
| No | List of Research | Index |
| 1 | Up-Skill Learning Management Competencies in English Language for Elementary School Teachers in Academic Service Networks for Society, St Theresa International | Scopus |
| 2 | The Relationship Between Learning Management According To The Classroom Quality Approach And Educational Quality Management To Be A Quality School Of Schools In The Eastern Region Of Thailand | Scopus |
| 3 | The Existence of Cultures and Traditions of Thai People of Khmer Descent in Ongkharak, Nakhon Nayok, Thailand | Scopus |
| 4 | Applying LINE Application to Develop English Language Proficiency Skills: Case Study of First Year Undergraduate Students in a University, Thailand | Scopus |
| 5 | The Identity Of Thai People Of Vietnamese Descent Who Are Roman Catholic: A Case Study Of Saowapa Phongsri Community, Ongkharak District, Nakhon Nayok Province, Thailand | Scopus |
|
Goal |
Performance (Qualitative KPI (items)) |
Self-Assessment |
||
|
Percentage …… |
IQA(1) |
ผลรวมถ่วงน้ำหนักผลงาน (4)/อาจารย์ผู้รับผิดชอบ(5) |
percentage 80 |
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 |
| 6.3.1.2 | The Relationship Between Learning Management According To The Classroom Quality Approach And Educational Quality Management To Be A Quality School Of Schools In The Eastern Region Of Thailand |
| 6.3.1.3 | The Existence of Cultures and Traditions of Thai People of Khmer Descent in Ongkharak, Nakhon Nayok, Thailand |
| 6.3.1.4 | Applying LINE Application to Develop English Language Proficiency Skills: Case Study of First Year Undergraduate Students in a University, Thailand |
| 6.3.1.5 | The Identity Of Thai People Of Vietnamese Descent Who Are Roman Catholic: A Case Study Of Saowapa Phongsri Community, Ongkharak District, Nakhon Nayok Province, Thailand |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 6.1 | 4 | …3… |
| Indicator 6.2 | 5 | – |
| Indicator 6.3 | 5 | – |
| Overall Average | 4.67 | – |