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
The HRDO has systematic process recruitment and it has clearly assigned the steps of recruiting lecturers. The steps include the following:
- announcement of teaching job openings was made on web job portals and through communication letters.
- The lecturers’ qualifications are defined. The standards are stipulated in TQF2
- The applicants were requested to submit necessary documents to the HR Office.
- The HR Office or the college appointment committee shortlisted the qualified applicants.
- The HR Office prepared the roster of shortlisted qualified applicants to teach the said program.
- There was notification for interview dates and schedules among the shortlisted candidates.
- The results of the interview were announced or the successful candidates were notified through email or phone call. announcement date is on the third day after interview.
- If the lecturer found out that he/she did not pass the screening process based on the application assessment system due to unclear qualifications,.The academic department’s information records should be sent to the Human Resources Department for not less than 15 working days.
- When a lecturer passed the interview, contract signing follows only when he/she has more than 5 years of teaching experience and has the ability to do research for at least once a year.
- In order to choose a new lecturer, the program director sets up a committee, with the dean serving as chairman, administrators speaking on behalf of the faculty committees, qualified staff from the department, the head of the department, two academic lecturer representatives, and the head of personnel serving as the meeting secretary.
As a result, The program implements a systematic and organized selection and appointment of program instructors. The process is as follows:
- A committee that includes representatives from the Human Resource Office, adminstrative personnel, and current program instructors will identify the need for program instructors in the faculty.
- The faculty screen potential instructors as to their educational qualifications in the field or related field of studies and their teaching experiences in accordance with OHEC criteria.
- Those who pass the initial screening are referred to the academic board for further evaluation.
- Finally, the College Council approves the application of program instructors as may be required in the program. Assessment Process
The system and mechanism of recruitment and appointment of instructors is effective, as evidenced by the fact that the program was able to recruit three (3) instructors with academic titles and with doctoral degrees. and two ( 2) full-time program instructors. The continuous implementation of the process retains the very qualified instructors in the program.
2. Staff workload is measured and monitored to improve the work quality
In the program, the following processes are done: .The department head assigns the qualified faculty member specific courses to teach before the term begins. The faculty member prepares the syllabus based on the course and puts it in TQF 3.3. The program coordinator checks the TQF3 and suggest improvement before approval. A Google Classroom is prepared where all the learning design, assessments, and materials used by the teacher can be monitored by the department head, dean, vice president, and president. This mechanism is an easy monitoring process for responsible people. The TQF 5will again be filled up by lecturer after the course is finished which serves as an evaluation of the previous process of the course. The responsible person will check and approve the TQF 5. During the online classes, the person responsible in monitoring can even enter in the google meet and listen to the learning processes.
The heads , deans and other responsible monitors can continue doing the process due to the easy access of Google Classroom and TQF3. As a result of the process, the following results resultswere achieved:
- Faculty members had improved their learning designs and processes, as reflected in the google classroom.
- The processes was well facilitated, so students were satisfied
3. The competencies of the academic staff are determined, evaluated, and communicated
Competencies of academic staff are evaluated by students through the following:
- the TQF 5 shows the student evaluation of the lecturer.
- The lecturer sees evaluation immediately during preparation of TQF 5 and will even be able to comment on the evaluation
- The Google Classroom is monitored by responsible person and the lecturer involved may be called for suggestions of improvement.
- The self evaluation is also done by the academic staff and reviewed by the management
As a result, the academic staff can reflect on the evaluation for improvement.
4. The quantity of academic staff and duties allocated are appropriate
At the beginning of the semester, the department head distributes the assignments of academic staff appropriately. The academic staff checks on assignments and usually coordinates with the department head if there is a a question. The courses were properly divided among the qualified lecturers. Lecturers have no complaints regarding their workload.
5. The performance assessment of the academic staff is based on a merit system that accounts for teaching, research, and service.
At the end of the school year, these are the steps being followed:
- The Dean calls for individual meeting and give feedback on your performance for the school year.
- The college request a performance report and the plans of the staff at the end of the school year.
- The commitee reviews the TQFs of faculty members and makes a tabulation on the preparation and submission of the TQFs.
As a result , the faculty members has to reflect on their own performance for the whole year. ( self assessment )
6. Duties and responsibilities of academic staff allocated are clearly stated and communicated to all staff
New recruits are given a handbook which stipulates the the duties and responsibilities of staff . There is also an orientation to verify these duties and responsibilities.The academic staff know very well their duties and responsibilities.
The Academic staff also signs a contract that clearly stipulates the duties and responsibilities
7. The training and developmental needs of the academic staff are systematically identified and aligned to the program needs.
Training programs are limited to in-house training. Training and development needs are identified by responsible people and they develop training platforms according when need. Training programs, such as seminars, are administered at the beginning of the school year or as needed. Evaluation of the seminar is usually done to serve as basis of improvement for the next school year. Due to needs assessment, the trainings are relevant to the immediate need of the academic staff.
8. Performance assessment is brought to be part of program management.
As a normal process, the following steps are followed :
- At the end of every term, the lecturer is evaluated by students. This evaluation tool is built into TQF 3 and TQF 5 .
- The numerical value of the assessment is not presented in the system and can ony be seen by the lecturer after the grades are released
- Academic staff also are required to do self-assessment report.
The faculty members are on their feet to improve themselves in facilitating learning.
9. Academic staff, students, and communities are together to create learning experiences
The program does the following:
- The faculty of education plans activities for students and staff.
- The department sets up an education exposition wherein the students show off their academic outputs
- A platform is developed to ensure that academic staff and students have access to learning communities outside of the traditional classroom. There is a suggestion that more students should be involved in the process. As a result, additional group students joined the activity and more academic outputs should be involved. Students receive better guidance and learning apart from the courses they enrol in.
10. Academic staff integrates Arts and Culture into learning management
The curriculum always include arts and culture in the learning process, as stipulated by the program’s learning outcome. Students are required to enrol in one course wherein there is a discussion of Language and culture in the Special Topics in Education. Lecturers include language and culture in their lessons in some courses like Philosophy and Theories of education, which stipulates the inclusion of the self-sufficiency Sufficiency Economy of King Bhumibol.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
…5 item… |
IQA(1-10) |
1,2,3,4,5,6,7,8,9,10 |
10 item |
5 mark |
|
AUN-QA(1-8) |
1,2,3,4,5,6,7,8 |
level 3 |
||
Evidence
Indicator 6.2 Doctoral degree qualification
Performance
number of program instructors =Five (5) / 5 instructors for the curriculum = 1×100 = 100% = 5
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
Percentage 60 |
IQA(1) |
อาจารย์ปริญญาเอก 3 คน/อาจารย์ผู้รับผิดชอบ 3 คน |
percentage 100 |
5mark |
|
AUN-QA(ไม่มี) |
None |
Level – |
||
Evidence
| Evidence No. | List of evidences |
| 6.2.1.1 | Assoc.Prof.Dr. Ampon Dhamachareon |
| 6.2.1.2 | Asst.Prof.Dr. Somjate Waiyakarn |
| 6.2.1.3 | Asst.Prof.Dr.Sarun Wongwai |
| 6.2.1.4 | Assoc. Prof Dr. Poolsuk Kitratporn |
| 6.2.1.5 | Dr. Monthien Chomdokmai |
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
5 researchers published in the group 1 = (5/3) * 100 = 166.67 %
ตารางแสดงข้อมูลผลงานทางวิชาการที่ได้รับการตีพิมพ์ ประจำปีการศึกษา 2565
| No. | Title | Name of the Lecturer | Name of Journal | Index | Weight |
| 1 | The Success in the Quality Culture Development of Thai Higher Education Institutions | Vichian Puncreobutr – Sarun Wongwai – Wilailak Tangcharaen – Piyada Wattanasan | Psychology and Education, 58(7), 6854- 6864 (Jul. 2021 | Scopus | 1 |
| 2 | Factors Influencing The Development Of Digital Literacy Skills In Thailand According To The Thailand 4.0 Policy | Vichian Puncreobutr – Somjate Waiyakarn – Wannee Tapaneeyakorn – Apichaya Chuepan | Webology, 19(2), 9273- 9284. (Feb. 2022) | Scopus | 1 |
| 3 | Factors Affecting The Readiness Of Thai Universities To Organize Learning Activities In The Metaverse Era | Vichian Puncreobutr – Ampon Dhamacharoen – Wannee Tapaneeyakorn | Webology, 19(2), 9285- 9296. (Feb. 2022) | Scoupus | 1 |
| 4 | Rehabilitation for Depression Among High School Students Using Group Activity Program in Schools in Bangkok, Thailand | Vichian Puncreobutr – Kanchana Koowatthanasiri – Sarun Wongwai – Sirikorn Suthawatnatcha | ournal of Positive School Psychology, 6(4), 9796 (May. 2022) | Scopus | 1 |
| 5 | The Application of Stem in Education Management for Employment (Career Academies) In Thailand | Annop Phothisuk* , Montien Chomdokmai, Wilailak Tangcharoen Arunee Srisan, Dario Abdullah Mando | Solid State Technology Volume: 64 Issue: 2 Publication Year: 2021 | 1 |
Self-Assessment
|
Goal |
Performance (Qualitative KPI (items)) |
Self-Assessment |
||
|
Percentage 40 |
IQA(1) |
ผลรวมถ่วงน้ำหนักผลงาน 5 /อาจารย์ผู้รับผิดชอบ 3 คน |
percentage 166.67 |
5 mark |
|
AUN-QA(ไม่มี) |
None |
– |
||
Evidence
| Evidence No | List of evidences |
| 6.3.1.1 | 1.http://psychologyandeducation.net/pae/index.php/pae/article/view/6771 |
| 6.3.1.2 | 2. https://www.webology.org/data-cms/articles/20220505105337pmwebology%2019%20(2)%20-%20663%20pdf.pdf |
| 6.3.1.3 | 3. https://www.webology.org/abstract.php?id=2702 |
| 6.3.1.4 | 4. https://journalppw.com/index.php/jpsp/article/view/6038 |
| 6.3.1.5 | 5.https://drive.google.com/file/d/1izY26bJ7uWkH2qkD5Z0mUWxgyCH1C8IK/view?usp=drive_link |
| 6.3.1.5 | 6 . Additional Researches of program instructors for the past year https://docs.google.com/spreadsheets/d/1R43xxMMPEs_q6KvLKboTb3cwCBiz_my8/edit?usp=sharing&ouid=117211928459975293860&rtpof=true&sd=true |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 6.1 | 5 | 3 |
| Indicator 6.2 | 5 | – |
| Indicator 6.3 | 5 | – |
| Overall Average | 5 | – |