Criterion 6 – Student Support Services
Requirements for AUNQA Criterion 6
6.1 Student admission
The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.
Diagnostic questions
- How is student intake monitored and analysed?
- How are students selected?
- What policy is pursued with regard to the intake of students? Does it aim to increase the intake or to stabilise it? Why?
- What measures are taken to influence the quality and the size of the intake? What effect does these measures have?
- How does the programme take into account the level of achievement of entering students?
6.2 Service planning
Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service.
Diagnostic questions
- What are the academic support services? What are non-academic support services?
- What are the short-term and long-term plans of academic support services?
- What are the short-term and long-term plans of non-academic support services?
- What are the support services for teaching, research and community service?
- How are the sufficiency and quality of support services determined?
6.3 Student monitor
An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary.
Diagnostic questions
- Is the study load divided equally across and within each academic year? How is the credit hours calculated?
- What are the indicators used to monitor student progress and performance?
- Does the department have a monitoring system for recording study progress and following graduates? How does it work?
- How is the data of the monitoring system used?
- What is the corrective feedback? How is it provided?
6.4 Co-curricular activities
Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.
Diagnostic questions
- What are the co-curricular activities and student competition used?
- How do they improve learning experience or employability?
6.5 Service competences evaluation
The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.
Diagnostic questions
- Are the support staff members competent and qualified for their jobs?
- Are the competencies and expertise of the support staff adequate?
- How are the required competence of the support staff identified?
- Are the competence relevant to stakeholders’ needs?
- Are support staff members satisfied with their roles?
6.6 Service quality enhancement
Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.
Diagnostic questions
- What are the indicators used to monitor student progress and performance?
- Are students satisfied with the support services provided?
- How are the students support services evaluated?
- Is benchmarking used? How are the student support services enhanced?
Scoring for TRSU QA
| TRSU QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3-4 items | 5 items | 5 items + 6.6 |
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.
How to write a response to the criterion requirements
- The response should describe a QA practice that the program do to fulfil the criterion. The QA may be a PDCA (plan-do-check-act) process to ensure the quality, and include documentation, evidence and result of the implementation.
- The response should illustrate clearly what the QA mechanisms or instruments are; when, where, by who, and how they are implemented and managed to fulfil the criteria.
- The response should identify and evaluate problems or issues that are not addressed, and indicate how the problems will be dealt with. The diagnostic questions in each of the criterion requirements may help identify the problems.
- To be concise and factual, the response should focus on information or data (or objective evidence) that directly addresses the criteria, and provide trends and statistics to show achievement and performance.
How the QA practice fulfil the criterion
Quality assurance practice should have QA plan that evaluates and may modify organization’s procedures to ensure that they provide the desired results. It includes documentation for the planning, implementation and assessment procedures for a project, process or any QA activity. To fulfil requirement 1.1 Outcomes formulation, for example, the QA plan should provide information to answer the following questions.
- What procedure does the program use to formulate the expected learning outcomes?
- Is a learning taxonomy used to write the statement of LOs? What taxonomy and how is it used?
- Is the taxonomy used for program or course learning outcomes, or both? Why?
- What are the objectives in terms of the quality of the learning outcomes (e.g. transparency, ease of assessment, the extent of alignment, enabling hierarchy, effectiveness, clarity to the stakeholders)?
- What is the process used to ensure that the quality objectives are met?
- What is a method used to measure the achievement of the quality objectives?
Report on QA practice to fulfil Criterion 6
6.1 Student admission criteria is published and up-to-date.
The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.
Program report
Student intake policy:
The college is following the Ministry of Higher Education standard guidelines to admit students to the Bachelor of Accounting program.
Admission criteria:
The Bachelor of Accounting program admission policy and process for undergraduate programs complies to STIC admission regulated by OHEC, MHESI. The number of students accepted for the program is governed by the regulations of MHESI.
- The curriculum or program determines the student admission plan according to the TQF 2.
- The curriculum or program determines the qualifications of students and notifies the faculty/college.
- The curriculum or program specifies the criteria used for student selection which consists of academic criteria, English language requirements (if any) and other areas and notifies the faculty/college.
- The curriculum or program in co-operations with the faculty and the college proceeds with the announcement of student applications.
- The curriculum or program examines students’ qualifications. Applicants must have successfully completed high school (M.6) or equivalent majoring with a CGPA greater than or equal to 3. Applicants should be able to demonstrate excellent mental and physical health.
- The curriculum or program selects students.
- The curriculum or program announces selected students.
- The curriculum or program evaluates student admissions procedures and analyzes the problems and set up improvements to ensure the number of students in accordance with the TQF2.
- Students report and register to be college students.
Admission Procedures:
- The completed application form need to submit to the registration office along with the transcript, National ID for Thai and Passport of International students for verification purpose.
- The applicant’s qualification has to be verified by the college and they will call for face-to-face interviews to identify the applicant’s discipline and professional attitude. After all these processes, qualified applicants are admitted into the program.
Assessment of the Process:
The program committee suggested to assign a lecturer to demonstrate and explain the infrastructure facilities in the BACC program to the students who visit the institution regarding admission.
Improvements/Development:
As per the decision made by the program committee, Our Head of the Department was assigned to coordinate with the marketing team to support student admission.
Result
The new student number remained the same.
6.2 Planning of support services for teaching, research and community service to ensure quality
Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service.
Program report
From admission to graduation of Bachelor of Accountancy program, Our STIC BACC Faculty provides support and services to students in every step of the way. Upon enrollment, every student will be given access to our full range of academic support services. Numerous facilities are provided so that student can gain expertise in all the practical aspects of the program.
Equipment & tools: All offices and faculties in STIC campus are equipped with computers connected to the Internet to serve the learners. Universal-conference rooms, 1 computer suite, all classrooms (fitting about 30 to 40 students per room), are equipped with projector and other equipment. many of which are attached to smart televisions that can connect easily to Wi-Fi and Bluetooth. They are also gradually equipped with air conditioners which helps lecturers and students more comfortable, especially on warm environment.
All the lecture rooms/halls are air-conditioned and equipped with computer terminal and LCD projectors as well as (for certain rooms) visualizer for non-computerized projection of sheet/handouts. Also available in each classroom is a white/black board and a flipped board for certain teaching strategies that require classical approaches.
Additionally, FBA – BBA program offers academic support services such as: (1) information and communication technology for Student Services and the Management Information System (MIS), licensed software, e-learning, e-testing, and e-registration platforms; (2) libraries and learning portals offer academic materials, graduate research work, textbooks, journals, electronic journal databases, study rooms, conference rooms, and digital-library services. A man-made pond with manually operated mobile duckboats, student dormitories, a football field, and food canteen on campus, health and wellness benefits such as accident insurance and swimming pool, badminton/basketball and volleyball courts), food centers, and bank services such as the Krung Thai Bank (KTB) ATM
Moreover, the Faculty along with the Office of Students affairs have laid out plans for students support and services. This includes providing them various activities outside the classroom that foster student growth and development of interpersonal, leadership and intercultural competencies which are increasingly important to help them adopt to their new environment.
6.3 Monitoring of student progress, academic performance and workload and feedback
An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary.
Program report
The STIC Management Information System (MIS) serves as the college’s platform for tracking students’ academic progress. The academic committee of the Faculty of Business Administration analyzes students’ learning progress and performance using the MIS and the student’s individual Username and Password. Academic advisers for students can also utilize MIS as an integrated tool to track their students’ study progression, study load, and outcomes. The adviser can enter and record information about students’ progress and issues that are relevant to their learning experience and advancement. Each advisor advises between 10-15 students.
The role of the academic advisor extends beyond course and program scheduling.
Advisors can assist the student with virtually all aspects of the academic experience and provide information regarding campus resources as needed. Some of the specific responsibilities of academic advisors include but are not limited to:
- Assistance with goal setting
- Assistance with personal growth and career development
- Selection of educational program
- Monitoring academic progress
- Clarification of academic and institutional policies
- Assistance with academic issues
- Assistance with personal concerns
Our Advisor manual contains the following:
- Individual Student Problem Record
- Student Academic Performance Record
- Advisor Report Summary
The College Advising System offers individual attention to each student by faculty advisors with unique educational perspectives and experiences and help the student discover appropriate individual goals and intentions and also provides the student with information about their own programs and modes of study through special counseling, appropriate help, and guidance.
Furthermore, this system is expected to create a systematic channel of communication for students to have academic discussions with their academic advisors, as well as helping with academic skills and course scheduling and pointing out ways to personalize their college experience, including moral and personality development.
6.4 Co-curricular activities and other student support services to improve learning and employability
Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.
Program report
The Faculty of Bachelor of Business Administration programs establishes an advisor – advisee system with a ratio of one academic staff (advisor): 10 – 15 students (advisee) starting with enrollment in the Bachelor of Accountancy program and ending with graduation. An advisor is responsible for advising students throughout their time at the Faculty of Business Administration, assisting them in their growth and development toward program learning outcomes (PLO), and facilitating and guiding students in overcoming hurdles or barriers.
The B.Acc- program provides general education courses to set the groundwork and nourish learners in their quest to become worthy Thai citizens and engaged global citizens.
Co-curricular activities are also provided with the goal of instilling in students the expected identities, which include (1) the benefit of humanity and community service, (2) moral and ethical behavior, and (3) 21st century skills, such as learned person, co-creator, active global citizen, transformational leaders, very good English proficiency, and digitally competent.
The curriculum transcript (TOEIC-takers) and extra-curricular activities were set as graduation requirements to foster STIC learners’ identities as SMART engagers. A total of 100 hours of extra-curricular attendance is expected, with at least 40 hours of obligatory extra-curricular activities and at least 60 hours of elective extra-curricular activities.
According to the Ministry of Higher Education standards, students need to do the exit exam to graduate. Thus college provides the TOEIC practising portal to do the self-practice to gain experiences and knowledge to attend the real TOEIC exam and student have a practising session every week in their regular timetable and college has made the TOEIC exam as an exit exam for students. To get wide employment opportunities, the students are giving more importance to get high scores in the English language exam.
The details are as follows.
1. Required extra-curriculum activities are set for each year, with a minimum of 40 hours.
Student Extra-curriculum activities
1st year student (Learner Awareness)
-Orientation and preparation for new students
– Wai Khru/Teacher’s day
– Rub Noing, STIC Prince and Princess Night, Sports Day, Moral and Ethics Camp
2nd year student (Community and Cultural Engagement)
– learning of community and society camp
– Study tour of the campus area
– Cultural Day
3rd year student (Global Discovery) – ASEAN Week
– International Day
– Sharing experience abroad
– Study tour
4th year students (Job Orientation) –
- Preparation for the Internship
- Post Internship Orientation Seminar
–
2. Elective extra-curricular activities in which students may choose to participate based on their interests, totaling at least 60 hours.
(1) Increasing public awareness and service through activities; (2) Increasing honesty and discipline morals through activities; and (3)
(3) Activities that improve intelligence, social skills, academic and professional skills
(4) Using activities to promote and enhance health and recreation (5) Using activities to promote arts, culture, and religion (6) Using activities to promote democracy and institutional pride
6.5 Competence of support staff is evaluated to ensure relevance to stakeholders’ needs.
The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.
Program report
The college has hired qualified supporting staffs to meet the needs of students. In addition to that, they are trained by the HR, Dean, and major Heads to know the department’s regulations and the requirements to fulfil the standard. The Department of Human Resources office assesses the supporting staff’s performance to motivate and develop their skills.
The BBA- secretary helps coordinate with the industry to apply for the study visit and follow up until complete the visit project.
The register helps the students to intimate the exam schedule, the due date of enrolment form submission, the timetable and other academic supports.
The librarians have a sound background in library skills and utilities. So, they can assist/manage the students when they are in the library.
The student affairs staffs are friendly with the students to coordinate their moral and ethical activities and community services. Also, they are maintaining/monitor the student’s discipline inside the college campus.
The Department of Information Technology staffs are helping/assisting the students when they need support to fix the electrical and electronic problems/arranging the auditorium during the competition.
6.6 Student support services are subject to evaluation, benchmarking and enhancement
Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.
Program report
The department recognizes the importance of providing comprehensive support to the students.
The student support services are assessed by using surveys, focus groups, interviews, and other feedback mechanisms to gather input from students, staff, and other relevant stakeholders.
By analyzing feedback from students and benchmarking against industry standards, the department gains valuable insights that inform the development of new initiatives, resource allocation, and improvements to existing support services.
By maintaining a culture of evaluation and continuous improvement, the department can continue to provide high-quality student support services that meet the evolving needs of its student community.
Students satisfaction survey:
| Level of Satisfaction : 5=Excellent 4=Good 3=Moderate 2=Less 1=Need to be improved | |||
| No | Item | Mean Values | |
| Library and Learning resources | |||
| 1 | Library service | 3.667 | |
| 2 | Train for using library, media and internet | 3.583 | |
| Physical Services appropriate for teaching & learning | |||
| 3 | Class atmosphere | 3.833 | |
| 4 | Laboratory room | 3.250 | |
| 5 | Education materials | 3.583 | |
| 6 | wifi system | 3.500 | |
| Educational facility services | |||
| 7 | computer and IT | 3.333 | |
| 8 | On-line student registration via computer network | 3.833 | |
| 9 | On-line student enrollment via computer network | 3.583 | |
| 10 | Health care service | 3.583 | |
| 11 | First aids service | 3.167 | |
| 12 | Clean and hygienic food shop | 3.917 | |
| 13 | Sport/exercise facilities | 3.583 | |
| Facilities and safety services | |||
| 14 | Public utility system | 3.417 | |
| 15 | Safety and guard system | 3.583 | |
| 16 | Trash bins around campus | 3.917 | |
| 17 | Waste management system | 3.417 | |
| 18 | Trash management system | 3.667 | |
| 19 | In-use extinguishers in appropriate places | 3.667 | |
| Student accommodation service | |||
| 20 | Campus accommodation service | 3.083 | |
| 21 | Kitchen, common room in the dormitory | 3.333 | |
| 22 | Safety system in the dormitory | 3.667 | |
| 23 | Trash management in the dormitory | 3.583 | |
| 24 | Environment and facilities in the dormitory | 3.417 | |
| Advisor service | |||
| 25 | Advisory service in academic | 4.000 | |
| 26 | advisory service in personal problems | 4.000 | |
| 27 | Satisfaction in advisor’s counseling | 4.167 | |
| 28 | Proper area for counseling | 3.833 | |
| Information Service | |||
| 29 | thoroughly disseminate information | 3.500 | |
| 30 | Up-dated information | 3.500 | |
| 31 | Adequate information boards | 3.417 | |
| 32 | Usefulness of information service | 3.500 | |
| 33 | Satisfaction of useful information service | 3.583 | |
| Activities for academic and Career Experience Development | |||
| 34 | Professional training service | 3.500 | |
| 35 | Service for activities for enhancing academic and professional skills | 3.750 | |
| Environmental Services | |||
| 36 | Participation of students in maintaining students in maintenance of environment | 3.750 | |
| 37 | Clean, healthy and beautiful areas | 3.500 | |
| 38 | The landscape of college with a beautiful tune, harmony with nature, and environmentally friendly | 3.333 | |
| 39 | Available of area for art and cultural activities | 3.250 | |
| Other service | |||
| 40 | Bus service | 3.167 | |
| 41 | Study loan | 4.417 | |
Evidence
Assessment score
| Title | Requirements | Self | Asses sors’ |
| 6.1 Student admission | The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date. | 1 | |
| 6.2 Services planning | Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service. | 1 | |
| 6.3 Student monitor | An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary. | 1 | |
| 6.4 Co-curricular activities | Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability. | 1 | |
| 6.5 Competence evaluation | The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services. | 1 | |
| 6.6 Service quality enhancement | Student support services are shown to be subjected to evaluation, benchmarking, and enhancement. | 1 | |
| Overall score | (see table below) |
Scoring rubrics
| TRSU QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3-4 items | 5 items | 5 items + 6.6 |