Criterion 2 – Programme Structure and Content

Criterion 2 – Programme Structure and Content

Operational Results

2.1 The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all stakeholders.

System and Mechanism

 1. The curriculum or program designates plan for the new curriculum or program development or revision current curriculum to provide-up-to-date and modern, and industry related programs

2. 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.

3. The curriculum or program analyzes the existing curriculum or program into the considerations new curriculum or program development or revision current curriculum.

4. The curriculum or program approve and appoint the committee those who come either from inside or outside the university to develop, design / update the curriculum according to the criteria of the University,

5.The appointed committee develops 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 (Append 2.1.5)

6.The appointed committee develops or improve curriculum according to curriculum standards

7. The committee conducts the public hearing meeting to review the draft revised/improved curriculum prior to submit to the faculty for approval

8. The committee proposes the draft revised / developed curriculum to the faculty for approval

9. The faculty submits and presents the draft revised / developed curriculum to the University Academic Council for approval

10. The University Academic Council submits and presents the draft revised / developed curriculum to the University Council for approval

11. The curriculum can be implemented after the University Council approval.

12. The University submits to the Office of Higher Education Commission for acknowledgment of the curriculum. (Append 2.1.1)

Assessment of the Process

1. 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.
2. The curriculum or program assesses the subjects that require changes and add salient courses based from the suggestion and recommendation of experts through consultation and meeting.
3. 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.
4. The curriculum or program consolidates the changes, seek for approval from the faculty or university and implements at the start of the academic year. (Append 2.1.2)

Improvements/Developments

 The curriculum or program gives significance to the new curriculum and assigns a responsible lecturer to implement such.

The curriculum or program students will learn advanced information, upgraded learning technology and understand the modern context of business and the workplace.

Results:

The curriculum or program is up-to-date according to the demands of the airline industry 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, and advanced teaching pedagogy and embrace their work.

The curriculum or program has implemented the new curriculum and the students are able to learn the courses that has been incorporated in the new curriculum (Append 2.1.3) The students were very satisfied to meet experts, alumni, guests and with their lecturers during the meeting to discuss about the AB Curriculum as presented in the video with the presence of Dr. Chaipat Wattanasarn – Vice-President of Academic Affairs (Append 2.1.4) during the Freshmen Orientation

2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes.

           Expected learning outcome(s) is extracted from a well-defined curriculum. Before teaching takes place, the school has scrutinized if such curriculum is constructively aligned with the intended learning outcome(s).

          Many scholars have infinite definitions of learning outcome. One of the scholars says “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.

           All the coursework as well as non-coursework activities within each curriculum have been designed to contribute, at least in part, to students‟ achievement of program expected learning outcomes. By integrating all teaching and learning processes along with non- coursework activities, all ELOs can be achieved. Please see table below for your reference.

Table 1. Constructive alignment of Curriculum ELO’s

Core Courses

211 111

Principles of Accounting

S

–

U

–

T

U

U

211 311

Business Finance

–

T

–

U

U

–

U

212 214

Information Technology Management

–

T

U

–

-U

U

213 211

Principles of Marketing

–

-T

–

U

-R

R

214 101

Principles of Economics

S

T

–

–

R

U

U

U

214 202

Business Statistics

-S

–

T

–

U

U

214 206

Business Law and Taxation

–

S

U

–

-U

-R

214 301

Quantitative Analysis for Business

–

S

S

–

-T

U

–

214 311

Modern Human Resource Management

–

S

–

S

–

T

T

T

U

214 409

Strategic Management

–

S

U

–

-U

T

216 212

Food and Beverage for Airline Business

S

T

–

U

–

U

U

R

216 307

Airport Management

–

U

–

–

U

U

R

216 314

Airline Ticketing and Reservation

–

T

U

–

–

U

–

U

R

216 315

Air Cargo Management

–

–

T

–

-T

U

R

216 407

Seminar in Aviation Business

–

S

T

–

-R

R

R

216 408

Security and Safety for Airline Business

–

–

T

–

-T

U

U

R

216 497

Research and Trends in Airline Industry

–

S

–

T

–

T

R

R

216 498

Preparation for Professional Experience Training in Aviation

–

-U

–

U

–

R

R

001 499

Field Experience

S

-S

–

T

–

T

U

U

R

Elective

Courses

113 421

Japanese for Business 2

U

U

U

U

U

U

121 101

Pronunciation

S

T

–

–

U

U

R

121 103

Reading Comprehension

–

–

T

–

T

R

R

121 106

Interpersonal Communication

–

S

T

–

-U

U

–

R

R

121 110

English for Business Presentation

–

T

T

–

-I

-I

C

C

121 205

English Writing for Business Communication

–

S

–

T

U

U

R

R

151 504

English Public Speaking

–

–

S

–

-T

U

U

R

215 421

Quality Service Management

S

-T

–

U

U

U

216 312

Promotion in Airline Business

–

T

–

–

T

U

R

216 316

Digital Skills for Airline Business

–

S

T

–

-T

-U

U

R

216 317

Low Cost and Full Cost Carrier

–

S

T

–

T

U

U

216 318

Ecology and Waste Management for Airline Business

-S

–

T

–

T

U

U

R

222 406

Aircraft Weight and Balance Control

–

S

T

–

T

U

U

Descriptive Rating:  TRSU

T = ELO is reinforced & assessed/Trustworthy, honest, correct, punctual

R = ELO is mastered and assessed/Renewed Commitment to Quality

S = ELO is introduced & assessed/Sharing and Caring

U = ELO is practiced & assessed/Unique Inter-cultural competency, compatible with multinational culture

2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders.

        The Program  will conduct survey to stakeholders and it will consider the feedback provided by them. The feedback will constitute to the development and design of the curriculum. Thus along with these factors, it will have its own system and mechanism, assessment process, improvement and development and lastly the result. 

         The Airline Business program recruits the students mostly from private and public secondary schools inside or outside Thailand who are able and willing to go on study and pursue undergraduate graduate studies with us. Prior to announcing calls for application, the AB Program Committee members of the department would meet face-to-face or correspond with the sending institution’s Principals or Directors to discuss their study objectives and needs, and use the feedback to modify the learning outcomes and the curriculum (Append 2.3.1) The Marketing Team of TRSU and AB Lecturers also regularly ask future students, current students and alumni to fill assessment forms and provide feedback to the courses of program  which we also use to modify the learning outcomes and the curriculum. We have recently revised the assessment forms and rubric, which we have used them in the assessments in this academic year. In academic year 2021, we invited employer’s representative, alumni, current students, parents, and discussed on achievement of PLOs to the AB. program’s alumni and their employers via-a onsite meeting. The results were very satisfactory (average score of all items >4.22 out of 5) so we did not change the curriculum. In academic year 2022, we conducted another meeting to assess 15 skills needed and sent out to current AB. students, alumni, and employers (Table 1). Those 15 skills were derived from 10 PLOs. An item with an average score <4, i.e., community-based research, was identified as the focus for future changes. To improve this skill for current students, the fieldwork course of this current academic year was organized to include data collection in a rural community for the students to experience real community-based research.

Table 1 Needed skills for graduates of the A.B. Program according to a survey of current students, alumni, and graduates user, 2022

 

Skill	Stakeholders
	Current students	Alumni	Employers
1. Personal integrity thus resolves conflict into ethical or moral choice.	4.25	4.30	4.42
2. Professional ethics: show self- consistency between moral & ethical   belief and behaviour	4.28	4.18	4.50
3. Fellowship of society thus show self-responsibility, membership role, leadership & volunteer for social development	4.38	4.30	4.42
4. Self-actualization to discipline thus show consistency between self-discipline and good social standards	4.22	4.40	4.46
5. Professional knowledge: articulate business theories & practices that are systematic, global and up-to-date	4.24	3.90	4.00
6. Application knowledge thus derives knowledge from application of business concepts to other relevant subjects.	4.10	4.28	4.32
7. Research know-how thus show procedural knowledge in research for professional & knowledge advancement	4.18	3.68	4.00
8. Problem solving thus analyse the causes of problems or conflicts so as to prevent or resolve the issues appropriately	4.18	3.90	4.00
9. Knowledge application thus apply theoretical & practical knowledge appropriately in field work, practicum or actual jobs	4.28	4.32	4.10
10. Professional/personal development thus  apply business or technical innovation to enhance professional skills & effectiveness	4.10	4.22	4.38
11. Inter/Intrapersonal thus 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.	4.18	4.00	4.20
12. Numerical and information: 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	4.08	4.00	4.10
13. Technological know-how and advance application skills thus develop the ability to work with new technology and software.	4.30	4.28	4.16
14. Design policy-relevant recommendations based on existing business phenomena.	3.80	4.00	4.00
15. Ethical considerations and judgment thus analyse both small, big and complex data.	4.22	4.08	4.28

Scores are mean value of each skill item measured with a 5-points scale (1 = not relevant; 5 = very relevant)

2.4 The contribution made by each course in achieving the expected learning outcomes is shown to be clear.

The AB Program Committee has the responsibility to audit each course to be designed in accordance with CLOs that contribute to achieve PLOs through mapping. [Append 2.4.1) An example of one course like Principles of Economics has been demonstrated how the PLO’s were embedded in the CLO’s when a full-time lecturers works on its TQF3 [Append 2.4.2] In order to convey the concept of backward design, in academic year 2022, the AB Program Committee conducted the workshop of ‘Backward design and formulating CLOs’ to all course coordinators and academic staffs. [Append 2.4.3]

       

            The contributions of each course to fulfil the PLOs are shown in a matrix of CLOs and PLOs. Each course contributes fully or partially to the PLOs. All courses prepare graduates in Airline Business program for curricular, Preparation for Professional Experience, Field Experience in Aviation Business, Business Airline Industries and other business related careers entailing familiarity with Aviation business and other related fields. In addition, students are equipped with practical skills by involvement in a community fieldwork where students conduct community service, as in a group, in which they are involved throughout the whole process from choosing a detailed content of presentation,  a research topic group, preparing a research proposal, collecting and analyzing data until writing up a report, with collaboration of the local business authority and professionals. Basic Research Methodology in Aviation Business and Internship engagement are two of main courses that the students can integrate knowledge, attitude, and skills capability for research and field experience. Supervision both the host company and adviser guiding these interns are given to support this practice and engagement.

           There are also co-curricular activities such as special guest lectures on Seminar in Aviation Business, annual TRSU Summer English Literary Festival. The students are assigned to take active part in these activities to broaden their local experiences as well as for future activities.

2.5 The curriculum to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialised courses), and are integrated.

       Indeed, a curriculum before it will be offered attention needs to be paid or given if a curriculum is to be coherent and follow a logical structure or sequencing. In the progression of knowledge, the curriculum in many subjects is dependent on moderate approach. It is to be well-noted that one concept usually depends on the comprehension of what has occurred before and what will happen next.

       The Airline Business curriculum was designed and constructed around knowledge and practical experiences. It utilized unique pedagogical approaches, genuine, purposively engaging and values-led in all aspects of teaching and learning. Evidence: TQF2 The present curricula are up-to-date as of the last revision in 2017. Nevertheless, improvement on missing/unclear information and/or minor change in strategic plans are made annually. Such adjustments are communicated to students and other stakeholders in terms of revised Student Manual or course syllabi or on the MIS (Append 2.5.1)

          This program is specialized for producing the Bachelor in Airline Business which is a good human capital resource has a personal integrity, professional ethics, fellowship of society and self-actualization to discipline in an academic and a profession. Airline Business student has a professional knowledge, practical knowledge, application knowledge and research know-how that leads to problem-solving. knowledge application, and professional development integrating of multi-disciplines and technologies in field of the classical and the modern airline business skills for the real business and industry.

          The course contents for A.B. program integrate core courses, elective courses, fieldwork research, and Basic Research Methodology in Aviation Business. The course is logically structured, sequenced, and integrated throughout the program arranged as modules from basic to advanced courses. The basic courses start and finish in Semester 1 of the first year before the more advanced courses begin in Semester 2. English I, Computer Application, Learning Skills, Communication and Human Relations, Personality Development and Man, Society and Environment are basic courses, taught to all students in the first semester. They allow students from different backgrounds to adjust and adapt themselves to teaching and learning styles of our international program. Principles of Accounting, Principles of Marketing, English II, Thai for Communication are core courses taught in the second semester. In fieldwork such as Internship, students have opportunity to practice lessons learned from their core courses in designing and conducting a real community research with inputs from stakeholders as well as problem solving skill in real situation.

          The students have to pass all 113 credits coursework in 1^st to 3^rd year Term 1 before starting their Internship 2^nd Term. The Midterm and Final Examination were usually taken in the middle and end of each semester from 1st year until 3^rd year of Term1. Every subject in the program provides specific moral, ethical, teamwork, communication, life-long learning, career skills and growth mind-set through individual or group work, field work, oral presentation and brainstorming, which are encompassed in all courses of the Airline Business program.

 

2.6 The curriculum to have option(s) for students to pursue major and/or minor specialisations.

      The Airline Business Program is just one of the programs under the Faculty of Business Administration. Most of the AB courses a student take to earn his/her degree will be in his/her major. All students normally have a major.

         For minor courses, AB Program has few and substantial courses to complete (out of the total or so needed for his or her degree) and can be related or unrelated to the main focus of their studies, i.e., his/her major.

       The Program has only 1 major which is Airline Business and no minor is offered to any learner who wants to specialize in other venture, (Evidence: TQF 2)

      However, the students has the option to pursue major that are still in the Faculty of Business which is offerings other majors, (Append 2.6.1) : Faculty websites)

2.7 The programme to show that its curriculum is reviewed periodically following an established procedure and that it remains up-to-date and relevant to industry.

       Reviewing the AB Curriculum is one of the essential things to do to meet the ever-changing global establishment’s requirements, particularly on the skills each graduate must possess before hiring and employing opportunities.

        One of the very first steps in curriculum design is to determine and articulate the goals and outcomes of the AB courses or program. It has to answer the question “What do you want your students to know, do, and value by the end of the learning experience?” Find out how will you measure their achievement and progress? Specify how will your course or program supports to the broader mission and vision of the college or university and discipline? These series of questions will aid us define the purpose, scope, and level of your curriculum, and align it with the relevant standards and frameworks.

     In order to fulfill these periodical assessment, the program create a committee, engage alumni, business operators/representatives (Append 2.7.2) , practitioners and solicits input from the them (Append 2.7.1)