Criterion 1 – Expected Learning Outcomes
AUNQA requirements for Criterion 1
TRSU QA uses each of AUNQA criterion requirements below to assess the relevant QA practice of a program.
1.1 Outcomes formulation
The expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders.
Diagnostic questions
- What is the purpose of the study program?
- How are the expected learning outcomes formulated?
- How do we measure the ELOs, or know they are achieved?
- How are they aligned to the university’s vision and mission?
- Do employers have specific requirements for the graduates to meet?
- Are the ELOs tuned to the need of employers? By what means?
1.2 Outcomes alignment
The expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the program.
Diagnostic questions
- How are the ELOs of courses or CLOs formulated?
- How are they aligned with the ELOs of the program or PLOs?
- How are the CLOs measured? How do we know they are achieved?
- How are CLOs made known to the staff and students?
1.3 Transferability
The expected learning outcomes consist of both generic outcomes (related to written and oral communication, problem-solving, information technology, team-building skills, etc) and subject specific outcomes (related to knowledge and skills of the study discipline).
Diagnostic questions
- How are the subject specific outcomes formulated?
- How are the generic outcomes formulated?
- How are they measured? How do we know they are achieved?
- Are both the outcomes equally important? Or which outcomes are given more emphasis than the other? Why?
- Are the generic outcomes valued more to employers than the subject specific outcomes? Or the other way round?
1.4 Stakeholders’ input
The requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes.
Diagnostic questions
- How are the requirements of external stakeholders gathered?
- How are the requirements used to formulate the ELOs?
- How do the PLOs or CLOs reflect the stakeholders’ requirements?
- To what extent are the ELOs influenced by the labor market?
- Is there a well-defined job profile?
1.5 Student achievement
The expected learning outcomes are achieved by the students by the time they graduate.
Diagnostic questions
- How is the achievement of the learning outcomes measured?
- To what extent have the learning outcomes been achieved?
- How are the learning outcomes translated to concrete requirements of the graduates?
- Are the learning outcomes reviewed periodically? What changes or improvement are considered?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4 items | 5 items |
AUNQA scoring rubrics
A seven-point rating scale used for AUNQA assessment is described below.
1. Absolutely inadequate
The QA practice to fulfil the criterion is not implemented.
There are no plans, documents, evidences or results available.
Immediate improvement must be made.
2. Inadequate and improvement is necessary
The QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary.
There is little document or evidence available.
Performance of the QA practice shows little or poor results.
3. Inadequate but minor improvement will make it adequate
The QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.
4. Adequate as expected
The QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.
5. Better than adequate
The QA practice to fulfil the criterion is better than adequate. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.
6. Example of best practice
The QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented.
Performance of QA practice shows very good results and positive improvement trend.
7. Excellent (example of world-class or leading practice)
The QA practice to fulfil the criterion is considered to be excellent or is an example of world-class practices in the field. Evidences support that it has been innovatively implemented.
Performance of the QA practice shows excellent results and outstanding improvement trends.
Guide to writing a self-assessment report (SAR)
- The report is the account of the self-assessment. It is not only descriptive but also analytical. It identifies and evaluates the problems and also provides an indication of how the problems identified will be dealt with. (Use the diagnostic questions provided in each of the AUN-QA criteria to do this.)
- Illustrate clearly what, where, when, who, and how the QA mechanisms or instruments are implemented and managed to fulfil the criteria. This will help to piece all related information together.
- Focus on information and data (objective evidences) that directly address the criteria. The report has to be concise and factual. Provide trends and statistics to show achievement and performance.
What is the QA practice to fulfil the criterion?
Quality assurance practice should mean QA plan that evaluates and/or modifies organization’s procedures to ensure that they provide the desired results. The QA plan documents the planning, implementation and assessment procedures for a project, process or any QA activity.
The QA plan should provide information about some or all of the following.
- An overview of the project or process describing background, need, scope, activities, and deadlines;
- Quality objectives to be attained (for example, characteristics, effectiveness, cycle time, cost, etc.);
- Steps in the process that constitute the operating practice or procedures of the organization;
- Allocation of responsibilities, authority, and resources for different phases of the project/process;
- Specific document describing standards, practices, procedures, and instructions to be applied;
- Suitable testing, inspection, examination, and audit programs at appropriate stages;
- A documented procedure for changes and modifications to a quality plan as a process is improved;
- A method for measuring the achievement of the quality objectives;
(Source: https://asq.org/quality-resources/quality-plans)
Operational Results
1.1 The programme to show that the expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders.
St Teresa International University (TRSU) courses comply with international standards and are taught primarily in English by multicultural staff. If students love to travel, study abroad and exchange programs TRSU can send a student overseas to study at one of its partner institutions. The student’s study will be fully accredited to the TRSU degree. This is by its vision, mission, objectives and quality policy. (1.1.1 : University/Faculty/Program website)
TRSU has five different faculties. One of the faculties is the Faculty of Business Administration. The FBA is an integral part of a learning organization that adopts quality assurances, cultural knowledge and wisdom in conjunction with international collaborations, and a university network to produce successful graduates who are highly prized by national and global professions.
The Faculty of Business Administration is internationally recognized for its world-class programs offered in a congenial and research environment. As an active and integral part of a learning organization, the faculty strives to develop business management and service professionals with core competencies, learning attitudes, strong leadership, moral values, professional ethics and concern for social responsibility. Programs are organized and directed by our highly qualified faculty that is specialized in business administration, aviation and services of globalized corporations.
The Faculty of Business Administration consists of 7 Undergraduate programs and 1 Graduate program. One of the programs underlying it is Airline Business Program.( Evidence 1: Program and Course Specification TQF2) The Airline Business program aims to produce first-class graduates in the field of airline business. The students will experience an international learning environment as all courses are conducted in the English language. Friendly facilities such as simulated cabin mock-ups together with courses directed by experienced airline experts and academic professionals, shall prepare students for the career challenges ahead.
The learning outcomes of the BBA-AB program (latest revised and used from 2020) are divided into 5 groups namely Moral and Ethics, Knowledge, Cognitive skills, Interpersonal skills and Responsibility, and Numerical and Information Communication skills. (Evidence 3: Skills Matrix) The program LOs are derived based on the institutional vision and mission as well as the general description of learning outcomes given by the Commission on Higher Education, the Ministry of Education, as follows.
VISION
St Teresa International University (TRSU) aims to be established and recognized as a leading university in terms of specialized and professional education programs and research contributions that will enable the graduates to have successful careers and quality of life. MISSION
- Produce graduates with high academic achievement and English language
- Develop research and academic works that are acknowledged and recognized nationally and
- Establish the center of professional development in Education, Health and English Language
- Preserve Thai and International arts and culture to form a coexisting multicultural
- Employ an administrative system that achieves excellence in organizational
Table 1.1 Airline Business Program Learning Outcomes
|
Learning Outcomes |
Alignment of the Learning Outcomes to the Vision and Mission of the College |
|
Group 1 Moral and Ethics skills |
|
E1 Personal integrity: resolve conflicts into ethical or moral choices |
The University wants the graduates to be trustworthy and use moral and ethical rationale in making a choice of action as one encounters conflicts or issues in work or life. [R1. Vision and Mission statements of the university.] |
|
E2 Professional ethics: show self- consistency between moral & ethical belief and behavior |
The University wants the graduates to be professionally competent a anchored with moral and ethical principles in dealing with real-life and workplace situations , thus displaying self-consistency doing the right things. [R1. Vision and Mission statements of the university.] |
|
E3 Fellowship of society: show self responsibility, membership roles, leadership & volunteer for social development |
The University wants the graduates to be socially responsible, possess good leadership and be able to carry out volunteerism to help the marginalized group in society for a better way of life. [R1. Vision and Mission statements of the university.] |
|
E4 Self actualization to discipline: show consistency between self discipline and good social standards |
The University wants the graduates to exhibit good discipline, consistent in dealing with members of the society in polite way and observe ethical standards. [R1. Vision and Mission statements of the university.] |
|
Group 2 Knowledge skills |
|
|
K1 Professional knowledge: articulate business theories & practices that are systematic, global and up-to-date |
The University wants the graduates to demonstrate professional knowledge through applying business theories and concepts, adapt best practices that will help the organization, and get updated with local and global up-to-date business information in English language. [R1. Vision and Mission statements of the university.] |
|
K2 Application knowledge: derive knowledge from application of business concepts to other relevant subjects |
The University wants the graduates to possess and apply basic business knowledge such as Principles of Economics, Marketing, Law. Computer Application, Basic Statistics, and Passenger seat Reservation at a good or high level. [R1. Vision and Mission statements of the university.] |
|
K3 Research know-how: show procedural knowledge in research for professional & knowledge advancement |
The University wants the graduates to possess sufficient knowledge and understanding about research principles, learn important issues in the Aviation business, conduct business research ,analyze with the use of statistical tools, and use the findings to solve problems. In addition, the company is able to build on the concept of business innovation. [R1. Vision and Mission statements of the university.] |
|
Group 3 Cognitive skills |
|
|
C1 Problem solving: analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately |
The University wants the graduates to possess and demonstrate problem-solving skills in various professional disciplines related to Airline/Aviation Business, thus able to give or find a solution on how to settle the dispute at its best in most logical and reasonable way. [R1. Vision and Mission statements of the university.] |
|
C2 Knowledge application: apply theoretical & practical knowledge appropriately in field work, practicum or actual jobs |
The University wants the graduates to apply the theorical and practical knowledge learned in the program such as Accounting, Business Finance and Taxation and other courses to analyze, business management in both ground services and in-flight services [R1. Vision and Mission statements of the university.] |
|
C3 Professional/personal development: apply business or technical innovation to enhance professional skills & effectiveness |
The University wants the graduate to prepare or be ready and possess enough business knowledge and skills to do a job, perform business innovation, have a good personality and be responsible for working efficiently. Possess sufficient knowledge and skill for further study in the future. [R1. Vision and Mission statements of the university.] |
|
Group 4 Inter/Intrapersonal skills |
The University wants the graduate demonstrate English usage skills at a standard level, with people of diverse culture, possess good leadership and service mindedness, collaborate or work well with other people. [R1. Vision and Mission statements of the university.] |
|
Group 5 Numerical. Information and Technological skills |
The University wants the graduate to demonstrate these literacies at a standard level, by helping the organization interpret data, use updated software for operations, adapt advanced technologies or technical-know how and be ready to work in local and global settings. [R1. Vision and Mission statements of the university.] |
1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programme.
According to the TQF information system, the selected PLOs are assigned to the course as major LOs. The major LO means that it must be assessed and reported in terms of the student performance or achievement at the conclusion of the course.
The course learning outcomes (CLO) can be designed and aligned at the program level or university-wide level, They can also operate at a more granular scale within an individual course or subject. Typically full-time or part-time lecturer divide their courses into smaller units such as modules or weekly topic, and many lecturers establish learning outcomes for these smaller units that map onto the larger course-level outcomes. As a general rule, as the level of analysis becomes smaller, from course to module to assignment, the learning outcomes tend to be more specific and easily quantifiable or it is measurable.
It is understood that program learning outcomes are common to all programs in all types of schools. Outcomes are utilized on many scales, from designing/developing curriculum for a program of study to creating lessons for a single class activity. At the highest level, learning outcomes can be established at the university level. In addition, we can claim that course learning outcomes has to be crafted from the program learning outcomes and write them into specific statements of what students will be able to do (Progressivism Philosophy in Education) when they successfully complete a learning experience (whether it’s a project, course or program). They are always written in a student-centered, quantifiable/measurable fashion that is concise, meaningful, and attainable.
A learning outcome is a clear and specific statement that identifies what learners must demonstrate at the level and standard required to successfully pass their study at program and course levels. When a program is using the constructive alignment approach to curriculum design, one basic activity is to choose and develop learning activities that are aligned with intended learning outcomes. That is, they are: likely to lead to learners achieving the specified learning outcomes for a particular teaching session, course or program and practical and appropriate to use within your current context and with available resources in the program.
The moment you have captured about how the course learning activities can provide learners with chances to elevate through these levels, the course might want to change the measurable assessment words that form the basis of its learning outcomes.
The steps of aligning learning activities, learning outcomes and assessment with the course and program goals is termed “curriculum mapping”. At the program level, these three elements are linked with the enhancement of the program’s stated goals or quality of graduates.
Even a lecturer can map individual courses, it is most useful if he/she conducts course design and mapping as part of a whole-of- program review and revision process. To begin this process, faculties or schools translate university-wide attributes into a set of discipline-specific program goals.
Upon mapping individual courses, the lecturer can tabulate and analyse the results and map the desired skills, knowledge and attributes across the whole program. In comparison to course mapping, program mapping can showcase gaps and areas of too much focus. One will be able to see whether the program currently incorporates all its specified attributes and how effectively it does so in the delivery of the program.
To sum it up, the salient point or outcome of this review process, there might be a need to review and to revise course and program outlines so that both include brighter statements of the graduate quality attributes each course or program is to focus or enhance. Evidence 1: Program and Course Specification
1.3 The programme to show that the expected learning outcomes consist of both generic outcomes (related to written and oral communication, problem solving, information technology, teambuilding skills, etc) and subject specific outcomes (related to knowledge and skills of the study discipline).
The Airline Business program is deemed responsible in identifying the salient subject-specific learning outcomes that are related to knowledge and other domains and it is a must for both the lecturers and the students. Subject-specific learning outcome to knowledge and skills help lecturers describe to students what is expected of them, plan desirable teaching strategies, resources and formative and summative assessments, learn from and create changes to curriculum to improve student learning. Lastly, is to assess how the outcomes of a single course align with larger outcomes for an entire program Evidence 3: Skills Matrix
On the side of students, subject-specific learning outcomes that are related to knowledge help them anticipate what they will gain from an educational experience which will lead them to become professional. demonstrate or apply knowledge by tracking their progress and know where they stand and determine in advance how they’ll be assessed
To sum it up, subject-specific learning outcome such as professional, application and research know-how were rooted from program learning outcome, thus it can be trimmed down to subject.
Our expected learning outcomes can be differentiated into both subject-specific and generic skills. Subject-specific outcomes are knowledge and skills exclusive to the field of Airline Business as well as Aviation Industry
.Generic learning outcomes, on the other hand, are common skills universal to any subject area, such as problem-solving skills, decision- making skills, analytical, strategic thinking skills, communication, ethics, Aviation business, teamwork and leadership, etc.
The Airline Business curriculum was developed by taking examples from locally and internationally renown colleges and universities in the Airline Business, Aviation Industry and related fields; in particular those in the United Kingdom such as University of London, University of South Wales, Patent University, and Coventry University. While maintaining it to be in the same standard and transferable to those in other colleges and universities globally, the individual subject-specific courses are designed to be self-contained, that aids for learners‟ liberty in designing the combination of courses that fits their needs, and in turn providing learners a peculiar set of airline business skills.
1.4 The programme to show that the requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes.
The Program was Revised and Approved on February 16, 2020, and it is only in 3 years of full operation. It is expected to determine if the expected learning outcomes met the external stakeholders by 2025.
During the process of revising our graduate curricula in 2020, feedbacks from various stakeholders had been noted into consideration. We first defined our stakeholders as following: 1) academic staffs within the Airline Business program, 2) current students at that time, 3) alumni, 4) graduate employers and 5) St Teresa International University (TRSU) Insights and suggestions from academic staffs and current students were collected by brainstorming and interview, respectively. Feedbacks/criticisms from alumni and graduate employers were collected and analyzed from both questionnaires and interview. Requirements of TRSU on our graduate program were received in the form of comments/feedbacks/suggestions from the Peer-Review Committee during the curriculum development process. The programs‟ expected learning outcome as well as program specification were drafted by taking into consideration all feedbacks from stakeholders.
Evidence: Verification of LO and Sample how to achieve LO through assessment
1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate
The AB Program is in its 4th year of operation starting AY 2020-2023. There were 43 graduates enough to show that they had achieved the program learning outcomes consisted of ten program learning outcomes. Based on framework of TQF for higher education, TOF3 was theory course specification and TQF4 was practicum course specification. Every course identified course learning outcomes as requirements for completion. Therefore, students who completed the course had achieved and contributed to achieve the PLOs.
To ensure of the achievement, the AB program has the course audited system that complies to regulation of CCIE Accreditation Manual, with at least 25% of courses audited. The Academic Committee appointed the Course Audited Committee of each course. The committee approved all course operation to review that the teaching learning strategies and assessment methods enable students achieved course learning outcomes and contribute to program learning outcomes. Their recommendations were reported to the course coordinator and the Academic Committee for further improvement.
In the yearly study plan, students had to complete the former year study plan before going on the next year study plan sequenced from basic knowledge to mastery skill.
Lastly, CCIE Accreditation Manual regulated that every student has to achieve at least grade GPA 2.0 courses in order to guarantee that they passed the course. In case the student could not achieve grade of GPA 2.0, the course coordinator would arrange the opportunities for him/her to improve learning until completion.
After completing all courses, the potential graduate self-audited for graduation including extracurricular transcript, and English existing test TOEIC) which assured their achievement of PLOs.
(Evidence: Verification of PLO’s)
|
Programme Learning Outcome |
25% |
50% |
75% |
100% |
|
PLO1 |
x |
x |
||
|
PLO2 |
x |
x |
x |
|
|
PLO3 |
x |
x |
||
|
PLO4 |
x |
x |
x |
|
|
PLO5 |
x |
x |
x |
|
PLO6 |
x |
x |
x |
|
|
PLO7 |
x |
x |
||
|
PLO8 |
x |
x |
x |
|
|
PLO9 |
x |
x |
x |
|
|
PLO10 |
x |
x |
Evidence
| No. | Evidence |
| 1.1-1 | |
| 1.1-2 | |
| 1.2-1 |
Assessment scores
| Requirements | Self score | Assessors’ |
| 1.1 The programme to show that the expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders. | 1 | |
| 1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programme. | 1 | |
| 1.3 The programme to show that the expected learning outcomes consist of both generic outcomes and subject specific outcomes. | 1 | |
| 1.4 The programme to show that the requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes. | 1 | |
| 1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate | 1 | |
| Overall | 5 |