{"id":10387,"date":"2023-01-04T07:11:40","date_gmt":"2023-01-04T07:11:40","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?post_type=edm_report&p=10387"},"modified":"2024-05-23T09:37:53","modified_gmt":"2024-05-23T09:37:53","slug":"component-6-faculty-members","status":"publish","type":"edm_report","link":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?edm_report=component-6-faculty-members","title":{"rendered":"Component 6: Faculty Members"},"content":{"rendered":"\n

Indicator 6.1 The Quality of Faculty Members (The quality of academic staff)<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

For criteria 8 and 9, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards. <\/strong><\/p>\n\n\n\n

Score 1 <\/strong><\/td>Score<\/strong> 2 <\/strong><\/td>Score<\/strong> 3<\/strong> <\/td>Score<\/strong> 4<\/strong><\/td>Score 5 <\/strong><\/td><\/tr>
Has action 1 item <\/td>Has action 2 item <\/td>Has action 3-4 item <\/td>Has action 5-7 item <\/td>Has action 8-10 item <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

AUN-QA based criteria<\/strong><\/p>\n\n\n\n

\"\"
AUN-QA Criterion 5 \u2013 Academic Staff<\/figcaption><\/figure>\n\n\n\n

For AUN-QA, criteria 1 to 7 are assessed at 7 levels. <\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Performance <\/strong><\/p>\n\n\n\n

1. Academic staff planning is ensured to meet the quality and quantity of the academic staff <\/strong><\/p>\n\n\n\n\n\n
\n

5.1<\/em>. <\/em>Academic staff planning to fulfill quantity and quality of staff as per needs<\/em><\/p>\n<\/td>\n

\n

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.<\/p>\n<\/td>\n

\n

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.\u00a0<\/p>\n

Evidence: Minutes of the meeting<\/em><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

2. Staff workload is measured and monitored to improve the work quality <\/strong><\/p>\n\n\n\n

Maintaining a good work-life\nbalance, assuring productivity, and delivering high-quality results all need\neffective task management.<\/p>\n\n\n\n

All lecturers in the BEDM major are\nassigned workloads that are reviewed for fairness and openness, ensuring that\nresponsibilities are assigned evenly based on staff competence and capacity. It\nalso assessed whether workload allocation took individual abilities,\nprofessional growth goals, and overall duties into account. This guaranteed\nthat employees were not overburdened or underutilized, resulting in higher work\nquality as individuals were able to focus on their allocated jobs more\neffectively.<\/p>\n\n\n\n

Each staff member’s responsibility\nis distributed to them prior to the start of each semester by allocating\nclasses and time sufficient to complete the teaching plan outlined in the TQF3.<\/p>\n\n\n\n

Workloads are assigned to each\nlecturer based on student input and evaluation in TQF5. This proactive approach\nimproved job quality by allowing for prompt modifications and ensuring that\nemployees have the required assistance and resources to carry out their duties.<\/p>\n\n\n\n

Evidence:<\/p>\n\n\n\n

    \n
  1. Workload Tracking Records\n
      \n
    1. Teaching – TQF, MIS Attendance\n Page<\/li>\n\n\n\n
    2. Research Work – E-mail\n Tracking<\/li>\n\n\n\n
    3. Academic Work – E-mail\n Communication – QA Office<\/li>\n<\/ol>\n<\/li>\n\n\n\n
    4. Performance Evaluation<\/li>\n\n\n\n
    5. Staff feedback<\/li>\n\n\n\n
    6. Outcome Assessments<\/li>\n\n\n\n
    7. Training & Development<\/li>\n<\/ol>\n\n\n\n

      3. The competencies of the academic staff are determined, evaluated, and communicated <\/strong><\/p>\n\n\n\n

      Competent and skilled academic\npersonnel are crucial for providing high-quality education, conducting\nresearch, and contributing to the overall success of the institution.<\/p>\n\n\n\n

      The academic staff’s strengths in\neducation, research, and academic service are prioritized by the STIC policy.<\/p>\n\n\n\n

      Teaching competency is evaluated\nthrough student feedback, peer feedback, a course audit at the completion of\neach course, and a competency appraisal system designed by the college at the\nend of each academic year. The STIC sets an evaluation for the academic staff’s\nteaching performance systematically by student evaluation via online regarding\nteaching ability, availability, mentorship skills of problem solving,\nreflecting questioning, level of knowledge content, and ability to draw student\nparticipation in class. The supporting staff will collect all evaluation forms\nand submit the evaluation analysis to the Associated Dean of Academic Affairs\nto formulate an improvement plan.<\/p>\n\n\n\n

      Lecturers are expected to design a\nteaching plan and an assessment plan that match with the course and program\nlearning outcomes in order to provide high-quality education to students. Each\nHead of the Bachelor of Business major reviews the teaching and assessment\nplans, and feedback is provided to the staff member in a timely way, so that\nthe lecturer can make modifications and prepare according to the reviewer’s\ncriteria.<\/p>\n\n\n\n

      The questions prepared by lecturers\nfor conducting midterm and final tests are reviewed by at least three reviewers,\nso that the lecturer may improve the questions to be competent and make the\nstudents to successfully complete the examinations.<\/p>\n\n\n\n

      Each Program lecturer is assigned to\ndo research for the academic year and is advised to conduct their study in\ntheir area of competence. The instructors have also conducted research and\npublished publications in prestigious journals that are indexed in Scopus.<\/p>\n\n\n\n

      At the conclusion of the year, each\nfaculty member submits a performance appraisal report to the college’s human resources\ndepartment, which includes accomplishments, personal goals for the following\nyear, and improvement plans. This allows staff employees to evaluate themselves\nand do what is necessary to attain the goals.<\/p>\n\n\n\n

      Evidence:<\/p>\n\n\n\n

        \n
      1. Competency Framework<\/li>\n\n\n\n
      2. Competency Assessment\n
          \n
        1. Self-Assessment<\/li>\n\n\n\n
        2. Peer reviews<\/li>\n\n\n\n
        3. Evaluation Criteria<\/li>\n\n\n\n
        4. Performance Evaluation<\/li>\n\n\n\n
        5. Assessment Results<\/li>\n\n\n\n
        6. Development plan<\/li>\n<\/ol>\n<\/li>\n\n\n\n
        7. Professional Development Plan<\/li>\n\n\n\n
        8. Communication of Expectations\n
            \n
          1. Staff Handbook<\/li>\n\n\n\n
          2. Job Description<\/li>\n\n\n\n
          3. Department Meetings<\/li>\n<\/ol>\n<\/li>\n\n\n\n
          4. Performance feedback<\/li>\n\n\n\n
          5. Staff Development Initiatives<\/li>\n<\/ol>\n\n\n\n

            4. The quantity of academic staff and duties allocated are appropriate <\/strong> <\/p>\n\n\n\n

            It is crucial to ensure that there\nis an appropriate number of academic staff members to effectively deliver\nquality education, conduct research, and fulfil administrative\nresponsibilities. The duties of the academic staffs are allocated appropriately\nbased on their educational background, their areas of expertise, and personal\nchoices made by the lecturers.<\/p>\n\n\n\n

            A plan regarding teaching-,\nresearch- and academic title-oriented duties were allocated to the lecturers is\ndone during the start of the academic year and were discussed and in the\ndepartment meetings. The staffs were monitored and regular updates were\ndiscussed in the subsequent department meetings so that the lecturers were\nmeeting the timelines to do their duties.<\/p>\n\n\n\n

            The appropriate allocation of duties\nresulted in increased productivity and efficiency among academic staff members.\nBy aligning workload with individual competencies, staff members were able to\nfocus on their areas of expertise, leading to improved teaching quality,\nresearch outcomes, and administrative effectiveness.<\/p>\n\n\n\n

            Moving forward, the department\nshould continue to monitor staff quantity and workload allocation, considering\nfactors such as program growth, emerging needs, and evolving industry\nrequirements. Regular reviews and adjustments will help maintain the\nappropriateness of staff quantity and workload allocation, ensuring continued\nsuccess in delivering quality education and achieving program objectives.<\/p>\n\n\n\n

            Evidence:<\/p>\n\n\n\n

              \n
            1. Staff-to-Student Ratio<\/li>\n\n\n\n
            2. Work Load allocation Record<\/li>\n\n\n\n
            3. Feedback & Surveys<\/li>\n\n\n\n
            4. Performance Evaluation<\/li>\n\n\n\n
            5. Staff Retention & Turn over\n rates<\/li>\n<\/ol>\n\n\n\n

              5. The performance assessment of the academic staff is based on a merit system that accounts for teaching, research, and service. <\/strong><\/p>\n\n\n\n\n\n
              \n

              5.5. Promotion processes of academic staffs<\/em><\/p>\n<\/td>\n

              		\n

              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\u2019 motivations, and departmental, in turn, institutional developmental.\u00a0<\/p>\n<\/td>\n

              		\n

              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.\u00a0<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

              6. Duties and responsibilities of academic staff allocated are clearly stated and communicated to all staff <\/strong><\/p>\n\n\n\n

              In terms of roles, relationships,\nand accountability, academic staff are expected and assigned to fulfill four\nmain roles: teaching, research, academic services, and administrative services.\nHowever, the proportion of these four-dimensional workloads can be individually\nvaried upon each academic staff\u2019s choice, so long as it conforms to the HR\nregulation and is agreed to by each individual. The academic staff can reflect\non their thoughts and complaints towards the new regulations and any perceived\n\u2018unfair\u2019 regulation or decision through the various channels, including the\nSTIC Academic Staff Council, and the STIC Personnel Committee. Together with\nthe given rights, benefits, and roles, the academic staff is expected to\nfulfill the professional standard and be responsible for any consequences\nemanating from their work, including submitting grades on time, giving advice\nto students, and contributing academic assets to the community.<\/p>\n\n\n\n

              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.<\/p>\n\n\n\n

              The presence of written\ndocumentation, such as employment contracts, and staff handbooks outlines the\nduties and responsibilities of academic staff members.<\/p>\n\n\n\n

              Newly recruited lecturer in the EDM\ndepartment is given orientation on the day of joining the institution by the Head\nof the department about their roles, duties and responsibilities so that the\nnew lecturer comprehensively understands and follow it. Regular departmental\nmeetings are conducted throughout the academic year to communicate the same to\nall the staff members. Emails are also sent to individual staff members as a\nreminder to do the duties allocated to the staff members. These reminders help\nthe staff to complete their work within the time period.<\/p>\n\n\n\n

              Evidence:<\/p>\n\n\n\n

                \n
              1. Staff Handbook<\/li>\n\n\n\n
              2. Job description<\/li>\n\n\n\n
              3. Employment Contract Sample<\/li>\n\n\n\n
              4. Communication Channels\n
                  \n
                1. Department Meeting<\/li>\n\n\n\n
                2. Email Communication<\/li>\n\n\n\n
                3. LINE Group Communication<\/li>\n<\/ol>\n<\/li>\n\n\n\n
                4. Performance Evaluation &\n Feedback<\/li>\n\n\n\n
                5. Staff Acknowledgement &\n Confirmation<\/li>\n<\/ol>\n\n\n\n

                  7. <\/strong> The training and developmental needs of the academic staff are systematically identified and aligned to the program needs. <\/strong><\/p>\n\n\n\n

                  Systematically identifying and\naddressing these gaps ensures that employees have the essential skills,\nknowledge, and abilities to effectively do their jobs.<\/p>\n\n\n\n

                  Surveys, performance evaluations,\nself-assessments, and future development plans are used by the department to\nidentify the academic staff’s training and development needs. The department\nencourages professors to obtain doctoral degrees and provides resources to help\nthem continue their education on a part-time basis.<\/p>\n\n\n\n

                  The department has also committed\nfunds to develop teachers’ academic and professional capabilities in accordance\nwith the institution’s objectives. (KM, IT, Research, and Quality Assurance).<\/p>\n\n\n\n

                  A knowledge management presentation\nis held each semester to enable lecturers to increase their talents, learn\nabout new teaching methodologies, and share their information and teaching\nmethodologies with other departments and faculties.<\/p>\n\n\n\n

                  The department has proven a\ncommitment to methodically identifying and connecting academic staff training\nand development needs with program requirements. The department can further\ndevelop its processes and foster a culture of continuous learning and\nprofessional growth among its academic staff by conducting ongoing evaluation\nand improvement.<\/p>\n\n\n\n

                  Evidence:<\/p>\n\n\n\n

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

                      8. <\/strong> Performance assessment is brought to be part of program management. <\/strong><\/p>\n\n\n\n

                      At the end of every term, the\nlecturer is evaluated by students. This evaluation tool is built into TQF 3 and\nTQF 5 of the MIS system. The numerical value of the assessment is not presented\nin the system and can only be seen by the lecturer after the grades are\nreleased.<\/p>\n\n\n\n

                      These statistics were thoroughly\nanalyzed to determine the lecturer’s strengths and weaknesses. Faculty members\ncan also receive vital feedback on their teaching effectiveness, research\ncontributions, and service commitments through performance evaluation. This feedback\nidentifies faculty members’ strengths and areas for improvement, allowing them\nto improve their performance and continuously build their skills and expertise.\nThis, in turn, leads to better program delivery and student learning\nexperiences.<\/p>\n\n\n\n

                      The department ensures that the\nprogram is responsive to changing educational needs and industrial requirements\nby assessing assessment results on a regular basis and implementing initiatives\nto address identified areas of concern.<\/p>\n\n\n\n

                      Evidence:<\/p>\n\n\n\n

                        \n
                      1. Performance Assessment Policy<\/li>\n\n\n\n
                      2. Performance Evaluation\n Processes\n
                          \n
                        1. self – assessment<\/li>\n\n\n\n
                        2. Peer Review<\/li>\n\n\n\n
                        3. Supervisor Evaluation<\/li>\n\n\n\n
                        4. External Assessment<\/li>\n<\/ol>\n<\/li>\n\n\n\n
                        5. Performance Improvement plans<\/li>\n\n\n\n
                        6. Training and Development\n Programs<\/li>\n\n\n\n
                        7. Communication and transparency<\/li>\n<\/ol>\n\n\n\n

                          9. Academic staff, students, and communities are together to create learning experiences <\/strong><\/p>\n\n\n\n

                          The college organization culture is,\nSTIC: <\/p>\n\n\n\n

                                    S\n= Sharing and Caring<\/p>\n\n\n\n

                                    T\n= Trustworthy, honest, correct, punctual<\/p>\n\n\n\n

                                    I\n= Inter-cultural competency, compatible with multinational cultures<\/p>\n\n\n\n

                                    C\n= Commitment to Quality<\/p>\n\n\n\n

                          Guided by the above organizational\nculture, the academic staff, students, and people of the community exist\nharmoniously through different activities to create meaningful learning\nexperiences for the development not only of the community but of the country in\ngeneral.<\/p>\n\n\n\n

                          The department makes efforts to\ndevelop collaboration among academic staff, students, and communities in order\nto create meaningful learning experiences. The institution hopes to provide\nholistic and engaging learning experiences by incorporating all stakeholders in\nthe educational process.<\/p>\n\n\n\n

                          Students must complete an internship\nin the sector as part of their degree requirements. During their internships,\nstudents acquire empathy, cultural understanding, and civic involvement while\nalso contributing to community development by addressing community issues and\nworking on projects.<\/p>\n\n\n\n

                          While doing their internships, students developed critical thinking, problem\nsolving, communication, and teamwork skills,\nas well as a deeper understanding\nof societal issues and community needs.\nThese transferable\nskills can prepare students for future challenges and empower them to\ncontribute positively to society.<\/p>\n\n\n\n

                          10.  Academic staff integrates Arts and Culture into learning management <\/strong><\/p>\n\n\n\n

                          Incorporating arts and culture\nstrives to improve the educational experience, develop creativity, and promote\ncreative expression and cultural inquiry while studying in accordance with\nprogram and course learning outcomes.<\/p>\n\n\n\n

                          As part of an endeavor to integrate\narts and culture into learning management, a course on cross-cultural\nmanagement is being taught. This course allows students to gain a broader\nawareness of different cultures. As part of this subject, students must display\nthe culture of any country in the world in an artistic style. This fosters\ncritical thinking in students while also providing possibilities for\nself-expression. As a result, students gain confidence, creativity, and a sense\nof agency in their educational path.<\/p>\n\n\n\n

                          Some\nof the activities wherein the lecturers and staff were engaged were the\nFather’s Day Celebration, Mother’s Day Celebration, Wai Khru Day, and others to\npreserve Thai culture. Other college events are published in the college’s\nnewsletter (STIC On-Point) as well as on the college website. <\/p>\n\n\n\n

                          Evidence:<\/p>\n\n\n\n

                            \n
                          1. Inter-Cultural variety Show<\/li>\n\n\n\n
                          2. Assessment Rubrics<\/li>\n<\/ol>\n\n\n\n

                            Self-Assessment<\/strong><\/p>\n\n\n\n\n\n\n\n
                            \n

                            Goal<\/strong><\/p>\n<\/td>\n

                            		\n

                            Performance(KPI\u0e40\u0e0a\u0e34\u0e07\u0e04\u0e38\u0e13\u0e20\u0e32\u0e1e\u0e43\u0e2b\u0e49\u0e23\u0e30\u0e1a\u0e38\u0e02\u0e49\u0e2d)<\/strong><\/p>\n<\/td>\n

                            		\n

                            Self-Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

                            \n

                            …5 item…<\/p>\n<\/td>\n

                            		\n

                            IQA(1-10)<\/strong><\/p>\n<\/td>\n

                            		\n

                            1,2,3,4,5,6,7,8<\/p>\n<\/td>\n

                            		\n

                             8 items<\/p>\n<\/td>\n

                            		\n

                            5 mark<\/p>\n<\/td>\n<\/tr>\n

                            \n

                            AUN-QA(1-8)<\/strong><\/p>\n<\/td>\n

                            		\n

                            1,2,3,4,5,6,7,8<\/p>\n<\/td>\n

                            		\n

                            level 3<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                            Evidence<\/strong><\/p>\n\n\n\n

                            Evidence No.<\/strong><\/td>List of Evidences<\/strong><\/td><\/tr>
                            6.1.1.1<\/td>Minutes of the meeting<\/a><\/td><\/tr>
                            6.1.1.2<\/td>Teaching Loads of all lecturers<\/a><\/td><\/tr>
                            6.1.1.3<\/td>Instructors Competencies and appointment system <\/a><\/td><\/tr>
                            6.1.1.4<\/td>Lecturers\u2019 CV<\/a><\/td><\/tr>
                            6.1.1.5<\/td>Academic Staff Performance Evaluation <\/a><\/td><\/tr>
                            6.1.1.6<\/td>Lecture’s Manual <\/a>
                            New Lecturer’s Orientation<\/a><\/td><\/tr>
                            6.1.1.7<\/td>Seminar Certificates, Published Articles<\/a><\/td><\/tr>
                            6.1.1.8<\/td>Assessment Result, Students\u2019 Feedback <\/a><\/td><\/tr>
                            6.1.1.9<\/td>Academic Service to the Community<\/a> <\/td><\/tr>
                            6.1.1.10<\/td> Courses Integrated into Teaching & Learning <\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                            Indicator 6.2   Doctoral degree qualification<\/strong><\/p>\n\n\n\n

                            \"\"<\/figure>\n\n\n\n
                            \"\"<\/figure>\n\n\n\n
                            \"\"<\/figure>\n\n\n\n

                            Performance<\/strong><\/p>\n\n\n

                              \n
                            1. (1\/5)*100 = 20<\/li>\n
                            2. (20\/20)*5 = 5<\/li>\n<\/ol>\n\n\n

                              Self-Assessment<\/strong><\/p>\n\n\n\n\n\n\n\n
                              \n

                              Goal<\/strong><\/p>\n<\/td>\n

                              		\n

                              Performance(KPI\u0e40\u0e0a\u0e34\u0e07\u0e04\u0e38\u0e13\u0e20\u0e32\u0e1e\u0e43\u0e2b\u0e49\u0e23\u0e30\u0e1a\u0e38\u0e02\u0e49\u0e2d)<\/strong><\/p>\n<\/td>\n

                              		\n

                              Self-Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

                              \n

                              Percentage 20<\/p>\n<\/td>\n

                              		\n

                              IQA(1)<\/strong><\/p>\n<\/td>\n

                              		\n

                              \u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u0e1b\u0e23\u0e34\u0e0d\u0e0d\u0e32\u0e40\u0e2d\u0e01 1 \u0e04\u0e19\/\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u0e1c\u0e39\u0e49\u0e23\u0e31\u0e1a\u0e1c\u0e34\u0e14\u0e0a\u0e2d\u0e1a 5 \u0e04\u0e19<\/p>\n<\/td>\n

                              		\n

                              percentage 20<\/p>\n<\/td>\n

                              		\n

                              5 mark<\/p>\n<\/td>\n<\/tr>\n

                              \n

                              AUN-QA(\u0e44\u0e21\u0e48\u0e21\u0e35)<\/strong><\/p>\n<\/td>\n

                              		\n

                              None<\/p>\n<\/td>\n

                              		\n

                              Level \u2026none\u2026.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                              Evidence<\/strong><\/p>\n\n\n\n

                              Evidence No.<\/strong><\/td>List of evidences<\/strong><\/td><\/tr>
                              6.2.1.1<\/td> CV Dr.Dwiptendra <\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                              Indicator 6.3   Published Academic Output<\/strong><\/p>\n\n\n\n

                              \"\"<\/figure>\n\n\n\n
                              \"\"<\/figure>\n\n\n\n

                              Quality Levels of Academic Outputs <\/strong><\/p>\n\n\n\n

                              Weight<\/strong> <\/strong><\/td>Quality Level<\/strong> <\/td><\/tr>
                              0.20 <\/td>\u2013 A full research\/academic article published in proceedings of a national conference <\/td><\/tr>
                              0.40 <\/td>\u2013 A full research\/academic article published in the proceedings of an international conference.
                              \u2013 Output that was registered as a petty patent <\/td><\/tr>
                              0.60 <\/td>\u2013 A research\/academic article that is published in an academic journal listed in Group 2 of the TCI database<\/td><\/tr>
                              0.80 <\/td>\u2013 A research\/academic article that is published in an academic journal listed in Group 1 of the TCI database. <\/td><\/tr>
                              1.00 <\/td>\u2013 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.
                              \u2013 Output that was registered as a patent
                              \u2013 Academic service to society that has passed assessment for requesting academic rank
                              \u2013 Research granted by a national department\/organization
                              \u2013 Discovery of new plant\/animal species that has been registered
                              \u2013 Textbook\/books or translated books that has passed assessment for requesting academic rank
                              \u2013 Textbook\/book translated books that has passed assessment criteria for requesting academic rank, but
                              has not been used in an academic rank request
                              \u2013 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. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                              Performance<\/strong><\/p>\n\n\n

                                \n
                              1. (2\/5)*100 = 40<\/li>\n
                              2. (40\/20)*5 = 10 = 5<\/li>\n<\/ol>\n\n\n

                                \u0e15\u0e32\u0e23\u0e32\u0e07\u0e41\u0e2a\u0e14\u0e07\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e1c\u0e25\u0e07\u0e32\u0e19\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23\u0e17\u0e35\u0e48\u0e44\u0e14\u0e49\u0e23\u0e31\u0e1a\u0e01\u0e32\u0e23\u0e15\u0e35\u0e1e\u0e34\u0e21\u0e1e\u0e4c \u0e1b\u0e23\u0e30\u0e08\u0e33\u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2565<\/strong><\/p>\n\n\n\n

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

                                Self-Assessment<\/strong><\/p>\n\n\n\n\n\n\n\n
                                \n

                                Goal<\/strong><\/p>\n<\/td>\n

                                		\n

                                Performance (Qualitative KPI (items))<\/strong><\/p>\n<\/td>\n

                                		\n

                                Self-Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

                                \n

                                Percentage 20<\/p>\n<\/td>\n

                                		\n

                                IQA(1)<\/strong><\/p>\n<\/td>\n

                                		\n

                                \u0e1c\u0e25\u0e23\u0e27\u0e21\u0e16\u0e48\u0e27\u0e07\u0e19\u0e49\u0e33\u0e2b\u0e19\u0e31\u0e01\u0e1c\u0e25\u0e07\u0e32\u0e19 2\/\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u0e1c\u0e39\u0e49\u0e23\u0e31\u0e1a\u0e1c\u0e34\u0e14\u0e0a\u0e2d\u0e1a 5 \u0e04\u0e19<\/p>\n<\/td>\n

                                		\n

                                percentage 40<\/p>\n<\/td>\n

                                		\n

                                5 mark<\/p>\n<\/td>\n<\/tr>\n

                                \n

                                AUN-QA(\u0e44\u0e21\u0e48\u0e21\u0e35)<\/strong><\/p>\n<\/td>\n

                                		\n

                                None<\/p>\n<\/td>\n

                                		\n

                                level \u2026none\u2026.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                                Evidence<\/strong><\/p>\n\n\n\n

                                Evidence No<\/strong><\/td>List of evidences<\/strong><\/td><\/tr>
                                6.3.1.1<\/td> Up-Skill Learning Management Competencies in English Language for Elementary School Teachers in Academic Service Networks for Society, St Theresa International College, Thailand <\/a><\/td><\/tr>
                                6.3.1.2<\/td> Factors of Core Competencies Influencing the Accounting Competencies of Thai Accounting Graduates for Working in The ASEAN Economic Community<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                Self-Assessment<\/strong><\/p>\n\n\n\n

                                Self-Assessment<\/strong> <\/td>IQA<\/strong><\/td>AUN-QA<\/strong><\/td><\/tr>
                                Indicator 6.1<\/td>5<\/td>3<\/td><\/tr>
                                Indicator 6.2 <\/td>5<\/td>–<\/td><\/tr>
                                Indicator 6.3 <\/td>5<\/td>–<\/td><\/tr>
                                Overall Average<\/strong><\/td>5<\/strong><\/td>–<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":9,"comment_status":"open","ping_status":"closed","template":"","_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/edm_report\/10387"}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/edm_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/types\/edm_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=10387"}],"version-history":[{"count":9,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/edm_report\/10387\/revisions"}],"predecessor-version":[{"id":14261,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/edm_report\/10387\/revisions\/14261"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=10387"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}