{"id":10462,"date":"2023-01-04T08:59:58","date_gmt":"2023-01-04T08:59:58","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?post_type=meds_report&p=10462"},"modified":"2024-04-04T09:34:27","modified_gmt":"2024-04-04T09:34:27","slug":"component-9-outputs-and-outcomes","status":"publish","type":"meds_report","link":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?meds_report=component-9-outputs-and-outcomes","title":{"rendered":"Component 9: Outputs and Outcomes"},"content":{"rendered":"\n

Indicator 9.1 Educational Management Results (Output and Outcomes) <\/strong><\/p>\n\n\n\n

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

For criteria 6 and 7, 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<\/strong> 5<\/strong><\/td><\/tr>
Has action 1 item <\/td>Has action 2 item<\/td>Has action 3-4 item<\/td>Has action 5-6 item <\/td>Has action 7 item<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

\"\"
AUN-QA Criterion 8 \u2013 Output and Outcomes<\/figcaption><\/figure>\n\n\n\n

For AUN-QA, criteria 1 to 6 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.<\/strong> The pass rate, dropout rate, and average time to graduate are established, monitored, and benchmarked for improvement. <\/strong><\/p>\n\n\n

\u00a0The program coordinator has a map of\u00a0 all the enrollees in the program and monitors their progress. The students are reminded of their progress in their thesis preparation and the courses to enrol\u00a0 in. There is a significant number of students who enrolled but dropped out from the program. It was observed that there are students who attempted to enrol but never attended the program, even if they passed the interview. It is noted that\u00a0 there are dropouts outs in the\u00a0 list of students. There is a recorded drop out rate. Since there is an observable rate of students who drop out of the course, the program should find out the reasons for the occurrence of such.\u00a0<\/p>\n\n\n

2. Employability, self-employment, and advancement to further studies are established, monitored, and benchmarked for improvement. <\/strong><\/p>\n\n\n

There are no graduates yet in this program, but a process has been established to monitor their progress in the school where they are employed. The\u00a0 enrollees in the\u00a0 MEd-LMS program are teachers in basic education, so they link the theory learned\u00a0 in the program with their teaching practice.\u00a0 This\u00a0 is so– called work integrated learning ( WIL).<\/i> All delivering lecturers see to it that projects are linked to their teaching practice. The best assessment is with the aid of e-portfolio reporting. It is observed that the students continue to involve themselves in the academic practice to improve their skills.<\/span><\/p>\n\n\n

3.<\/strong> Research and creative work output and activities carried out by the academic staff and students are established, monitored, and benchmarked for improvement. <\/strong><\/p>\n\n\n

\u00a0 All courses require academic output from students at all year level.\u00a0 Every year, academic outputs are varied and continually improved.\u00a0 The academic outputs are in the form of\u00a0 \u00a0seminars , research, and teaching materials.\u00a0 The academic outputs\u00a0 such as research, are presented and evaluated\u00a0 by the lecturers and also by peers. Seminars in which the students and their lecturer are evaluated by all participants. Last year (2022), the seminar handled by the MEd-LMS students was done online using google meet. There are also projects that are linked to their work as teachers and department heads in the schools where they teach. However, the research of students\u00a0 can also be published so that it will undergo peer review if submitted to journal publications.<\/p>\n

\u00a0All the program instructors produced research over the past year. There are also studies produced by teaching instructors in the last five years.\u00a0<\/p>\n\n\n

4. Data are provided to show directly the achievement of the program outcomes, which are established and monitored. <\/strong><\/p>\n\n\n

The program head and the dean monitor the thesis writers and assign their advisers in thesis writing. The thesis writings 1 and 2 can assess all the learning outcomes. For morals and ethics, if the students avoid plagiarism\u00a0 in their writing, this is shows that they are showing awareness of morals and ethics in academic writing, a character that should be exhibited by academicians. Knowledge and intellectual skill is exhibited through the development of the theoretical and conceptual framework , analysis of results, and conclusion development. The numerical and IT skills are evident in the application of statistics and use of technology in research, and more importantly, in the use of the internet in their search for supporting literature. The communication skill is evidenced by their technical writing and reporting . Finally, ,the processing and analysis of data using techniques is evidence of numerical and IT skills.<\/p>\n

However, the data will be generated later, when the students graduate from the program.<\/p>\n\n\n

5.<\/strong>  Satisfaction levels of the various stakeholders are established, monitored, and benchmarked for improvement. <\/strong><\/p>\n\n\n\n

There are no graduates yet in this program. There is no data generated for the satisfaction levels of stakeholders. However, this can be monitored by the survey form, which contains the standard learning outcomes on moral and ethics, knowledge and intellectual skills, interpersonal relationships, and the numerical and IT skills. These skills matches with the learning outcomes stipulated in TQF 2. If there is data generated in the future, the result of the survey will be used for the improvement of the curriculum and its delivery.<\/p>\n\n\n\n

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

6. Academic services outcomes \/ providing local and social benefits are shown. <\/strong><\/p>\n\n\n

The program usually has a set of possible academic services in the community. Due to the pandemic, there was a significant neglect of this endeavor. So as a substitute, the students were advised to integrate their academic services into the community at their worksite. They are advised to increase this endeavor as much as possible and report it in their electronic portfolio. The program administrators review the e-portfolios of the students to monitor their endeavors\u00a0 in their workplaces. Being teachers in basic education, the s<\/span>tudents in the program continue to involve themselves in academic services for local community\u00a0 improvement.<\/p>\n\n\n

7.<\/strong> Arts and culture learning outcomes are shown. <\/strong><\/p>\n\n\n

As a normal process,\u00a0 the students in the program come only on Saturdays and Sundays so they cannot join the\u00a0 regular school activities that promote Arts and Culture . Again, they can continue filling up their e portfolio on new endeavors that they are involved in. This shows that there is always regular involvement of the student in activities that promote Arts and Culture. As an improvement in the future, the program should continue the regular activities where students of the program can participate in this processes to develop their awareness of the preservation of Culture and the Arts.<\/p>\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

…5 item…<\/p>\n<\/td>\n

\n

IQA(1-7)<\/strong><\/p>\n<\/td>\n

\n

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

\n

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

\n

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

\n

AUN-QA(1-5)<\/strong><\/p>\n<\/td>\n

\n

1,2,3,4,5<\/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>
9.1.1.1<\/td>1. List of enrollees in the program <\/a>
2. Rate of Retention of students <\/a><\/td><\/tr>
9.1.1.2<\/td>Concept Paper Listing of Thesis Writer<\/a>s

 Portfolio Assessment Method to check on student Work Integrated Learning)WIL ( Sample Portfolio<\/a><\/td><\/tr>
9.1.1.3<\/td>Samples of Student output
Student output1. Seminar<\/a>

Student output 2. Project in Current Trends in Curriculum that links the learning in the classroom with their teaching practice.<\/a>

Sample 3 student Action Research .<\/a>

Program Instructors Research output<\/a><\/td><\/tr>
9.1.1.4<\/td>Students list on concept paper development for their thesis<\/a> <\/td><\/tr>
9.1.1.5<\/td>Graduate survey Form <\/a><\/td><\/tr>
9.1.1.6<\/td>Sample Portfolio showing community services<\/a><\/td><\/tr>
9.1.1.7<\/td>Portfolio showing the Art and culture involvement<\/a>
Sample 2 of portfolio showing community involvement<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Indicator 9.2 Graduates quality<\/strong><\/p>\n\n\n\n

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

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

No graduates yet in this program\u00a0<\/p>\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

N\/A<\/p>\n<\/td>\n

\n

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

\n

\u0e04\u0e30\u0e41\u0e19\u0e19\u0e40\u0e09\u0e25\u0e35\u0e48\u0e22\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e1c\u0e39\u0e49\u0e43\u0e0a\u0e49\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

N\/A<\/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 -N\/A<\/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>
9.2.1.1<\/td>N\/A<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Indicator 9.3 Employability\/Graduates research output Publications<\/strong><\/p>\n\n\n\n

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

performance <\/strong><\/p>\n\n\n\n

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

.There are no graduates yet in this program but all of them are teachers in the basic education in Thailand<\/em><\/p>\n<\/p>\n\n\n

\u0e15\u0e32\u0e23\u0e32\u0e07\u0e41\u0e2a\u0e14\u0e07\u0e01\u0e32\u0e23\u0e44\u0e14\u0e49\u0e07\u0e32\u0e19\u0e17\u0e33\u0e2b\u0e23\u0e37\u0e2d\u0e1b\u0e23\u0e30\u0e01\u0e2d\u0e1a\u0e2d\u0e32\u0e0a\u0e35\u0e1e\u0e20\u0e32\u0e22\u0e43\u0e19 1 \u0e1b\u0e35 (\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e23\u0e30\u0e14\u0e31\u0e1a\u0e1b\u0e23\u0e34\u0e0d\u0e0d\u0e32\u0e15\u0e23\u0e35)<\/p>\n\n\n\n

Items<\/strong><\/td>Quantity<\/strong> <\/td><\/tr>
1. Total number of Bachelor degree graduates. <\/td>– <\/td><\/tr>
2. The number of Bachelor degree responds to the survey of employment within 1 year after graduation. <\/td>– <\/td><\/tr>
3. The number of Bachelor degree graduates who are employed after graduation (not included self-employed persons) <\/td>– <\/td><\/tr>
4. The number of Bachelor degree graduates who are self-employed. <\/td>– <\/td><\/tr>
5. The number of Bachelor degree graduates who were already employed before studying in the program. <\/td>– <\/td><\/tr>
6. The number of Bachelor degree graduates who continued thesis further studies in graduate Education level. <\/td>– <\/td><\/tr>
7. Salary per month based on monthly income of Bachelor degree graduates who were employed on Self-employed (mean) <\/td>– <\/td><\/tr>
8. Satisfaction assessment scores toward graduates quality in accordance with the Thai Qualification framework for Higher Education (mean full score = 5) <\/td>– <\/td><\/tr>
9. Number of Bachelor degree graduates who owned their business with regular incomes. <\/td>– <\/td><\/tr>
10. Number of Bachelor degree graduates who ordained as monks. <\/td>– <\/td><\/tr>
11. Number of Bachelor degree graduates who were drafted into the military. <\/td>– <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Self-Assessment<\/strong><\/p>\n\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 40<\/p>\n<\/td>\n

\n

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

Bachelors<\/p>\n<\/td>\n

\n

\u0e08\u0e33\u0e19\u0e27\u0e19\u0e1c\u0e39\u0e49\u0e21\u0e35\u0e07\u0e32\u0e19\u0e17\u0e33\u0e43\u0e19 1 \u0e1b\u0e35\/\u0e08\u0e33\u0e19\u0e27\u0e19\u0e1c\u0e39\u0e49\u0e2a\u0e33\u0e40\u0e23\u0e47\u0e08\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/p>\n<\/td>\n

\n

–<\/p>\n<\/td>\n

\n

  –<\/p>\n<\/td>\n<\/tr>\n

\n

Masters\/Doctoral<\/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\/\u0e08\u0e33\u0e19\u0e27\u0e19\u0e1c\u0e39\u0e49\u0e2a\u0e33\u0e40\u0e23\u0e47\u0e08\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/p>\n<\/td>\n

\n

N\/A<\/p>\n<\/td>\n

\n

N\/A<\/p>\n<\/td>\n<\/tr>\n

\n

AUN-QA(None)<\/strong><\/p>\n<\/td>\n

\n

none<\/p>\n<\/td>\n

\n

–<\/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>
9.3.1.1<\/td>no graduates yet in this program <\/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 9.1<\/td>5<\/td>3<\/td><\/tr>
Indicator 9.2 (no graduates)<\/td>N\/A<\/td>N\/A<\/td><\/tr>
Indicator 9.3 (no graduates )<\/td>N\/A<\/td>N\/A<\/td><\/tr>
Overall Average score<\/strong><\/td>5<\/td>–<\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":13,"comment_status":"open","ping_status":"closed","template":"","_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/meds_report\/10462"}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/meds_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/types\/meds_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=10462"}],"version-history":[{"count":9,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/meds_report\/10462\/revisions"}],"predecessor-version":[{"id":14239,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/meds_report\/10462\/revisions\/14239"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=10462"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}