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, modern, and industry-related programs
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Asessment Criteria |
Program Qualification |
Operational Result |
Evidence |
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1. Number of Instructors Responsible for Curriculum/ Program of study |
not less than 3 persons |
There are 3 instructors who are responsible for this curriculum/program of study and are in only one curriculum/program of study as follows: |
TQF2https://drive.google.com/file/d/17uoeeuiCaAl368KDPnAHgaHicknt014o/view?usp=sharing |
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2. Qualifications of Instructors Responsible for Curriculum/ Program of study |
– Have a Doctoral Degree or equivalent, or Master’s Degree or equivalent with Associate Professorship or higher in field of study |
All 3 instructors response for the curriculum/program of study have Doctoral Degree and had at least three Academic Outputs in the last 5 years, including the year of assessment, and at least one output is Research Paper. One instructor is holding Associate Professorship, the rest are holding Assistant Professorships. |
1. รศ. ดร. อำพน ธรรมเจริญ |
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3. Qualifications of Full-Time Program Instructors |
– At least a Master’s Degree or equivalent |
There are two (2) Full-time Instructors 1. Asst. prof Dr. Poolsuk Kitratporn 2. Dr Montien Chomdukmai |
1. รศ. ดร. อำพน ธรรมเจริญ |
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4. Qualifications of Teaching Instructors |
– Full-time Teaching instructor with Master’s degree or equivalent in that field of study or related field of study |
There are 11 teaching instructors who are Full-time instructors in the program of study and have Doctoral Degree in this field of study or related field of study, and have at least one Academic Output in the last 5 years. They have teaching experiences for number of years. There is no part-time instructors in this program of study. |
Teaching instructors are as follows: |
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5. Qualifications of Thesis/Independent Study Major Advisor |
– Appointed to be Full-time Program Instructors of Curriculum with Doctoral Degree Educational qualification or equivalent. |
All (3) instructors response for the curriculum/program of study are appointed as |
1. รศ. ดร. อำพน ธรรมเจริญ |
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6. Qualifications of Thesis/Independent Study Co-Advisor (If apply) |
Full-time Program Instructors |
There has been assigned Thesis advisors and Co- advisors |
Thesis Advisor Appointment Order) |
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7. Qualifications of Thesis Examiners |
Thesis Examiners |
N/A |
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8. Graduates Publications |
For Plan A1 |
There are no thesis publication due to no graduates this academic year. |
N/A |
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9. Workloads of Thesis and Independent Study Advisors in Graduate Degree Programs |
Thesis |
There are no students who propose a thesis proposal this academic year. |
N/A |
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10. Specified Period of Time Within Which Curriculum Must Be |
– Must not exceed 5 years (Revision must be completed and approved/endorsed by the university/institutional council so the curriculum may be used in the 6th year |
This Master of Education Program in Learning Management Science (International Program / New Program 2020) is a new course. It has been certified by the OHEC on May 13, 2020 and will been revised in the academic year 2024 and will be used in the academic year 2025. |
The program designates plan for the new curriculum or program development or revision current curriculum.The curriculum or program organizes meeting and plan among the full-time lecturers in the assessments of achievement based on the objectives of the current curriculum.The curriculum or program analyze the existing curriculum or program into the considerations of. new curriculum or program development or revision current curriculum.The curriculum or program approve and appoint the committee those who come either from inside or outside the college to develop, design / update the curriculum according to the criteria of the College.The appointed committee develop or improve curriculum according to the philosophy, objectives, structure and course content of the curriculum and curriculum standards criteria and manage to be curriculum document.The appointed committee develop or improve curriculum according to curriculum standards criteria.The committee conducts the public hearing meeting to review the draft revised/improved curriculum prior to submit to the faculty for approval.The committee proposes the draft revised / developed curriculum to the faculty for approval.The faculty submits and presents the draft revised / developed curriculum to the College Academic Council for approval. 9. The College Academic Council submits and presents the draft revised / developed curriculum to the College Council for approval. 10. The curriculum can be implemented after the College Council approval.The College submits to the Office of Higher Education Commission for acknowledgment of the curriculum. The curriculum or program adhere to the revision of the curriculum for every 5 years to meet the changing technology, advance information, innovation and adaptation of modern challenges.The curriculum or program assess the subjects that requires changes and add salient courses based from the suggestion and recommendation of experts through consultation and meeting.The curriculum or program write a draft of the new curriculum, discussed with the committee and calls a meeting for proper dissemination of the changes.The curriculum or program consolidates the changes, seek for approval from the faculty or college and implement at the start of the academic year.
In the same year 2020, the approved TQF2 was revised to give way to the demand of stakeholders. So the new approve curriculum caters to certain group of students. The Plan Type A2 (1)will have 36 units plus 9 credit units and Plan A2 (2) will enroll in 46 credit units because they are Bachelors degree holders in other fields, not in education field. These updates is to accomodate stakeholders who are already in the teaching field but they are not graduates of Bachelor of Education. Due to this change, there were additional enrollees in the program.
The new curriculum or program is up-to-date according to the demands of the education sector where there is inclusion of the other learning management strategies such as self learning, research base learning, seminars and project based method with a synthesis of the theoretical knowledge and linkage to the workplace, called work integrated learning ( WIL)
The curriculum or program lecturers are equipped with up-to-date information, new teaching approaches, classroom management technology, advance teaching and learning pedagogy, and learning management and embrace their work.
Note *This program will be revised again in 2024
2. Comprehensive and modern program; and communication to all stakeholders.
The curriculum was revised at the same year 2020 to meet the demand of the stakeholders especially the prospective enrollees. The program was designed into two sets of stakeholders namely: Plan A are Bachelor of Education graduates who wants to enhance their professional development and Plan B are those who are non-education Bachelor’s degree holders who want to take the Teacher;s License . Additional professional education courses are added to their curriculum to qualify them to take the teacher’s licensure examination.
The tentative curriculum drafted after the due diligence was further evaluated and improved from the output drawn from the focus group meeting and brainstorming session of Education experts, Education organizations, Government offices, schools, full-time instructors and college administrators. The curriculum or program coordinator or will consider suggestions and recommendations if these are useful in the development of the new curriculum.
These changes were communicated to the direct stakeholders, specifically the students.
3. The design of the curriculum is constructively aligned with achieving the expected learning outcomes
The program committee organizes meeting and plans among the full-time lecturers for assessments of achievement based on the objectives of the current curriculum. The appointed committee reviews the teaching plan and assessment plan of the lecturer vie TQF 3 to ensure that the delivery of the curriculum per course is in consonance with the standards before approval and delivery the lecturer concerned The delivery of the curriculum can be observed in the teaching plan ( TQF3 ) and/or syllabus where the learning outcomes are clearly shown on how to attain the learning outcomes . The TQF2 will serve as a process evaluate the delivery of the curriculum for a particular course. Improvements will be suggested for the next school term for the same course. The delivery of the curriculum continuously improve depending on the needs of the current situation, such mode of delivery, materials and tools. The curriculum or program is up-to-date according to the demands of the education sections and it will continue to upgrade the courses as the needs arise.The curriculum or program lecturers are equipped with up-to-date information, new teaching approaches, classroom management technology, advanced teaching and learning pedagogy, and learning management and embrace their work. However, these processes should be done across all the courses in the program.
4. The design of the curriculum includes feedback from external stakeholders
The design of the curriculum included internal and external committee members. The external committee members reviews the curriculum . The government office that monitors the program is the Ministry of Highere Edcuation, Research and Innovations was the approving body. The curriculum structure was submitted to the OHEC for the review and approval. However, the feedback of other stakeholders other than students was not fully solicited. In the next review of the curriculum, there may be a chance that this sector will have a say in its development.
Lecturers and learners have a better understanding where they are leading to because the learning outcomes are clear. Students had better understanding what they expected to achieve at the end of every lesson or at the end of the course they are enrolled in.
5. The curriculum is logically structured, properly sequenced
The curricular structure is also stipulated in TQF 2 and approved by the OHEC now the Ministry of Higher Education, Research and Innovation. The proper sequencing of the program can be seen in the MEd Website .
The program coordinator oversees the timing of the course offerings to ensure that the students will be able to enrol in the appropriate courses for their year level. Every term, the program coordinator sees to it that the students enroll in the appropriate course in the prospectus.The students can smoothly learn as the courses they finished are linked to the past courses due to proper sequencing.
6. The curriculum has the option(s) for students to pursue major and/or minor specializations.
The program is very specific as a Master in Education in Learning Management Science . It has no specialization; however, in the curricular structure, there is an option to choose elective courses to enrol in, depending on the need of the student and the program.
The new curriculum of the program was designed into two sets of stakeholders namely: Plan A A2 (1): Bachelor of Education graduates who wants to enhance their professional development will earn thirty-six ( 36) credits; and Plan A A2 (2): non-education Bachelor’s degree holders who want to take the TeacherLicensure Examination will earn 44 credits . Additional professional education courses are added to their curriculum to qualify them to take the teacher’s licensure examination.
7. The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum
The whole program or curriculum will only be updated at maximum gap of five ( years, as stipulated in TQF 2 but necessary changes can be made in the delivery of the curriculum regularly to meet the demand of the changing times.
The courses handled by the lecturers are updated according to needs of the industry, such as change in policies, pedagogies , assessment methods and learning materials. It is the role of the lecturer and students to integrate changes to meet the demands of changing times or as need arises. This can be observed in the TQF 3 google Classrooms, where the committee monitors the content of the course and its delivery and references. The teaching plans and syllabi are being reviewed before approval to ensure alignment of processes with the program learning outcomes. If there are suggestions, the lecturer is given a suggestion to make some revisions.
Continuous improvement is attained due to the continuous review process.
8. The curriculum is aligned with the Higher Education Qualification Framework Standards’ learning outcomes
The curriculum developers aligned the curriculum with higher education standards. The TQF 2 has a curriculum map where in the courses align with the framework of the Higher education framework standards. This shows that the courses listed in the program are linked to the standards of the Higher Education Quality Framework Standards. The curriculum meets the standards of the Higher Education Qualification Framework Standards.
9. The Higher Education Qualification Framework Standards’ learning outcomes result from curriculum management
There are different methods of assessments that can be done in the classroom. These assessments can measure the learning outcomes in a course. These will be written in the TQF 3 on how the course LOs will be assessed.
The paper and pencil test is still a required measure for the learning outcomes. To ensure its validity, a review committee uses a standard to review the examination. The lecturer provides a Table of specifications or test blue print to ensure that the test is properly constructed vis-a vis the TOS.
The reviewers will check the items of the test with the TOS .
The pencil and paper test are improved according to the standards.
Other authentic assessment methods are being administered to very the attainment of the course learning outcomes.
The program head uses a standard to check the tests and other assessment methods and suggest revision if needed. Improved assessment methods with rubrics were prepared.
Self-Assessment
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Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
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…5 item… |
IQA(1-9) |
1,2,3,4,5,6,7,8,9 |
9 item |
5 mark |
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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 |