Criterion 1 – Expected Learning Outcomes
AUNQA requirements for Criterion 1
TRSU QA uses the AUNQA criterion requirements below to assess the 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.
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?
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.
- The main objective of the Aeronautics Program is to produce graduates with: high moral and ethical values, great adaptability towards the rapidly changing technology; the ability to do multi-tasking along with high language proficiency.
- The expected learning outcomes of the BBA-AR program (latest revised and used from 2021) are framed on these objectives and are based on the various levels of the Bloom’s Taxonomy.
- The program LOs are derived based on the institutional vision and mission which is to produce graduates who can compete globally.
- During the framework, various stakeholders are invited, and these expected learning outcomes are made known to them.
- The alignment of the Expected learning outcomes with the taxonomy level as well as its alignment towards the vision and mission of the College is shown below.
| S.No. | Stakeholders |
| 1 | Employers |
| 2 | Intern supervisors |
| 3 | Alumni |
| 4 | Graduates |
| 5 | Industry expert |
| 6 | Instructors |
| 7 | Students |
| Program Learning Outcomes | Blooms Taxonomy Level |
| Learning Outcome 1 Moral and Ethics | |
| E1 – Rationale and reflection based on honesty and integrity, self-sacrifice and moral or ethical choices | Affective |
| E2 – Personal appearance in terms of self-discipline and punctuality (and responsibilities for profession and society). | Affective |
| E3 – Reflective act of compliance or positive inclination toward rules, regulations and custom of the organization and society | Affective |
| E4 – Self-perception about impact or contribution that one’s major subjects have toward people, organization and society | Affective |
| E5 – Reflective practice and ethical decision based on academic and professional codes of ethics | Affective |
| Learning Outcomes 2 Knowledge learning outcomes | |
| K1 – Sound knowledge and understanding about principles and theories of the subject(s) | Cognitive/Knowledge/Understanding |
| K2 – Analytical thinking and understanding to elaborate in academic terms the requirements of aeronautics | Cognitive/Knowledge/Understanding |
| K3 – Practical understanding to apply relevant knowledge, skills and tools to solve the problems | Cognitive |
| K4 – Analytical understanding to help design or improve the management practice of aeronautics to meet the new regulations | Cognitive |
| K5 – Integrated and applied knowledge of the major subjects and their applications to other relevant subjects | Cognitive |
| Learning Outcomes 3 Cognitive skills learning outcomes | |
| C1 – Conceptual and systematic thinking based on available information | Cognitive |
| C2 – Effective use of scientific methods to solve problems | Cognitive |
| C3 – Problem solving skills that can resolve complex scenarios of learning into creative solutions | Cognitive |
| C4 – Creative thinking and intellectual leadership in terms of innovative and visionary teaching & learning | Cognitive |
| Learning Outcomes 4 Interpersonal Skills and Responsibilities | |
| I1 – Effective communication with range of people in Thai and English | Affective |
| I2 – Helpful contribution and facilitation in situational problem solving as a team leader or team member | Affective |
| I3 – Contribution to the society scholarly guidance in issues related to the subject matters | Affective |
| I4 – Accountability to self-responsibility and group performance | Affective |
| Learning Outcomes 5 Numerical Analysis, Communication and Information Technology Skills | |
| N1 – Skillful use of essential tools readily available to accomplish tasks involving computers | Psychomotor |
| N2 – Creative problem-solving skills based on mathematical information or applied statistics | Psychomotor |
| N3 – Effective verbal or written communication with appropriate use of presentation media. | Psychomotor |
| N4 – Appropriate use of information and communication technology | Psychomotor |
| Vision and Mission of the Institution | PLO 1 | PLO 2 | PLO 3 | PLO 4 | PLO 5 | PLO 6 | PLO 7 | PLO 8 | PLO 9 | PLO 10 | PLO 11 | PLO 12 | PLO 13 | PLO 14 | PLO 15 | PLO 16 | PLO 17 | PLO 18 | PLO 19 | PLO 20 | PLO 21 | PLO 22 |
| Vision | * | * | * | * | * | * | * | * | * | * | * | * | * | * | * | * | * | * | * | * | * | * |
| St Theresa International University 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 career and quality of life. | ||||||||||||||||||||||
| Missions | * | * | * | * | * | * | * | * | * | * | * | |||||||||||
| Produce graduates with high academic achievement and English language proficiency. | ||||||||||||||||||||||
| Develop research and academic works that is acknowledged and recognized nationally and internationally. | * | * | * | * | ||||||||||||||||||
| Develop a Center of Excellence for Academics, Professional Development, and English Language Competency. | * | * | * | * | * | * | * | * | * | |||||||||||||
| Preserve Thai and International arts and culture to form a coexisting multi-cultural society. | * | * | * | * | * | |||||||||||||||||
| Employ an administrative system that achieves excellent in organizational management. | * | * | * | * | * | * | * | * | * | * | * | * | * | |||||||||
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.
- For the AR program, the course coordinator and the related academic staffs formulated the course learning outcomes in-order to achieve the assigned program learning outcomes.
- The assessment methods and teaching and learning activities are designed accordingly.
- All alignments are approved by the program and academic committees respectively.
- The Management Information System(MIS) helps the instructor to submit his teaching plan and assessment plan with respect to the learning outcomes to be achieved.
- Through the MIS the instructor can keep in track of the student’s progress in terms of attendance, mid-term and final exam performances etc. This helps the instructor to identify an alternate strategy based on the student’s performance.
- Also, the instructors are required to use Google Classrooms for all the courses for learning management. The lecturer can upload the teaching materials, and power-points in these platforms. They can also schedule and create assignments, quizzes and class tests in this platform.
- By, using such online platforms, the lecturer can keep in track of the students formative assessments and thereby they can monitor the performances of the students every now and then. Also, by this way, they can derive new strategies for the weaker students in-order to achieve the learning outcomes.
- Through these platforms, the students can even communicate with lecturers to learn more about their performance.
- Learning Management Systems (LMS) are also used to do the Mid-Term and Final exams. Discussion forums can also be created in these platforms wherein the students can put forth their ideas or opinions.
| Program Learning Outcomes | Course Learning Outcome (233 310 Fundamentals of Aircraft Electronics) |
| Learning Outcome 1 Moral and Ethics | |
| E1 – Rationale and reflection based on honesty and integrity, self-sacrifice and moral or ethical choices | |
| E2 – Personal appearance in terms of self-discipline and punctuality (and responsibilities for profession and society). | Students can show their responsibilities to the profession and society. and they can be able to follow self-discipline, punctuality, and work ethics during the aircraft’s electrical and electronics equipment handling. |
| E3 – Reflective act of compliance or positive inclination toward rules, regulations and custom of the organization and society | |
| E4 – Self-perception about impact or contribution that one’s major subjects have toward people, organization and society | |
| E5 – Reflective practice and ethical decision based on academic and professional codes of ethics | |
| Learning Outcomes 2 Knowledge learning outcomes | |
| K1 – Sound knowledge and understanding about principles and theories of the subject(s) | |
| K2 – Analytical thinking and understanding to elaborate in academic terms the requirements of aeronautics | Students can be able to apply their knowledge to handle electrical tools and equipment during aircraft inspection and maintenance. Also, they can follow the FAA standards to choose the electrical components to replace or repair the electrical instruments in the aircraft. |
| K3 – Practical understanding to apply relevant knowledge, skills and tools to solve the problems | |
| K4 – Analytical understanding to help design or improve the management practice of aeronautics to meet the new regulations | |
| K5 – Integrated and applied knowledge of the major subjects and their applications to other relevant subjects | |
| Learning Outcomes 3 Cognitive skills learning outcomes | |
| C1 – Conceptual and systematic thinking based on available information | |
| C2 – Effective use of scientific methods to solve problems | |
| C3 – Problem solving skills that can resolve complex scenarios of learning into creative solutions | Students can be able to handle technical issues in the power supply, power distribution, and avionics components in the aircraft. Also, they can able to handle emergency situations/ critical operations during the flight/ maintenance process. |
| C4 – Creative thinking and intellectual leadership in terms of innovative and visionary teaching & learning | |
| Learning Outcomes 4 Interpersonal Skills and Responsibilities | |
| I1 – Effective communication with range of people in Thai and English | |
| I2 – Helpful contribution and facilitation in situational problem solving as a team leader or team member | |
| I3 – Contribution to the society scholarly guidance in issues related to the subject matters | |
| I4 – Accountability to self-responsibility and group performance | Students can be able to communicate with national and international persons to assist, coordinate or help them to complete the assemble, dismantle, and maintenance/inspection of the avionics components. |
| Learning Outcomes 5 Numerical Analysis, Communication and Information Technology Skills | |
| N1 – Skillful use of essential tools readily available to accomplish tasks involving computers | |
| N2 – Creative problem solving skills based on mathematical information or applied statistics | |
| N3 – Effective verbal or written communication with appropriate use of presentation media. | Students can be able to know the purpose of the fundamentals of aircraft electronics and they reflect on their skills during the class test, midterm and final exam, presentations and internship. |
| N4 – Appropriate use of information and communication technology | |
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 curriculum has a framework for an expected learning outcome covering both subject-specific knowledge and generic knowledge skills.
- The details of the learning outcome in each area are mentioned in Chapter 4 of TQF2.
- As mentioned in the below table, the Bachelor of Science in the AR program is composed of the following subject-specific and generic learning outcomes.
- The subject-specific learning outcome is in accordance with the OHEC and Ministry standards of competency for bachelor’s degree graduates.
- The generic learning outcomes aim to develop a future global citizen, lifelong learner, and co-creator.
| S.No | Learning Outcome | Generic | Specific subjects |
| Learning Outcome 1 Moral and Ethics | |||
| 1 | Aware of the value and morality, ethics, sacrifice and honesty | * | * |
| 2 | Be disciplined, punctual and responsible for oneself and society. | * | * |
| 3 | Respect the rules and regulations of the organization and society | * | * |
| 4 | Be able to analyze the impact of the aviation industry on individuals organizations and society | * | * |
| 5 | Having academic and professional ethics | * | * |
| Learning Outcomes 2 Knowledge | |||
| 1 | K1 – Sound knowledge and understanding about principles and theories of the subject(s) | * | |
| 2 | K2 – Analytical thinking and understanding to elaborate in academic terms the requirements of aeronautics | * | |
| 3 | K3 – Practical understanding to apply relevant knowledge, skills and tools to solve the problems | * | |
| 4 | K4 – Analytical understanding to help design or improve the management practice of aeronautics to meet the new regulations | * | |
| 5 | K5 – Integrated and applied knowledge of the major subjects and their applications to other relevant subjects | * | |
| 6 | Knowledge and understanding of principles and theories in a broad and systematic general knowledge base | * | |
| 7 | have knowledge, understanding and ability to use language for communication taking into account the context of Thai and international society | * | |
| 8 | have knowledge and understanding of the thinking system life goals, arts, culture, human relations and daily life Including applying it to solve their problems. | * | |
| 9 | have the ability to learn can use technology to search for knowledge related to living in society | * | |
| 10 | Have basic knowledge and understanding of social, economic, political, scientific and technological phenomena and changes. | * | |
| Learning Outcomes 3 Cognitive skills | |||
| 1 | C1 – Conceptual and systematic thinking based on available information | * | |
| 2 | C2 – Effective use of scientific methods to solve problems | * | |
| 3 | C3 – Problem solving skills that can resolve complex scenarios of learning into creative solutions | * | |
| 4 | C4 – Creative thinking and intellectual leadership in terms of innovative and visionary teaching & learning | * | |
| 5 | Have the ability to search for facts, find information, understand information and Evaluate information from a variety of sources and use the information in solving the problem by yourself. | * | |
| 6 | Skills in using judgment, thinking, analyzing and synthesizing things. | * | |
| 7 | Skills in problem solving Offer options and decide how to solve problems. | * | |
| 8 | Skills in initiative and creativity in the quest for more knowledge and truth properly | * | |
| Learning Outcomes 4 Interpersonal Skills and Responsibilities | |||
| 1 | I1 – Effective communication with range of people in Thai and English | * | |
| 2 | I2 – Helpful contribution and facilitation in situational problem solving as a team leader or team member | * | |
| 3 | I3 – Contribution to the society scholarly guidance in issues related to the subject matters | * | |
| 4 | I4 – Accountability to self-responsibility and group performance | * | |
| 5 | Ability to adapt have good human relations and good interaction; respect and value oneself and others; | * | |
| 6 | have the ability to express themselves appropriately in various situations; working with others in leadership roles Group Leaders and Members | * | |
| 7 | Learn to live responsibly with others. and with volunteer a spirit | * | |
| 8 | accepting individual differences and diverse cultures, learn to live Join members of a multicultural society happily. | * | |
| Learning Outcomes 5 Numerical Analysis, Communication and Information Technology Skills | |||
| 1 | N1 – Skillful use of essential tools readily available to accomplish tasks involving computers | * | |
| 2 | N2 – Creative problem-solving skills based on mathematical information or applied statistics | * | |
| 3 | N3 – Effective verbal or written communication with appropriate use of presentation media. | * | |
| 4 | N4 – Appropriate use of information and communication technology | * | |
| 5 | Have the ability to apply mathematical and statistical principles in analysis. information in everyday life | * | |
| 6 | Have the ability to interpret mathematical and statistical information effectively effectiveness | * | |
| 7 | Have the ability to communicate effectively in speaking, listening, reading and writing using the national language and English | * | |
| 8 | Have the ability to select information technology for searching, collecting, interpreting, evaluating and presenting information for education appropriately and knowledgeably. | * |
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 shows that the requirements of the stakeholders, especially the external stakeholders, are gathered and that these are reflected in the expected learning outcome.
- Based on the key principle of outcome-based education, that the first step of the program development has to focus on clarifying the culminating outcomes.
- The process of collecting the requirements of the stakeholders in order to formulate PLOs of the current Bachelor of Science Aeronautics Program was improved from the previous one. We included internal and external stakeholders.
- The requirements of the regularity sectors (OHEC, MHESI), and STIC’s vision and mission are gathered by reviewing documentation.
- The other stakeholder needs were gathered through multiple methods that were appropriate for each group, such as:
- discussions with current students,
- interviews with alumni, and
- interviews with supervisors,
- employers survey for their opinions regarding alumni performance,
- interviewing the academic staffs of each course and
- the evaluation from the current graduates.
- All information was analyzed and categorized to formulated PLOs, which were congruent with the needs of the stakeholders. Additionally, all PLOs reflected the requirement of MHESI as a standard of higher education at the national level, thereby satisfying the needs of the aviation industry.
1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate
- Based on the framework of TQF for higher education, TQF3 was the theory course specification and TQF4 was the practicum course specification.
- Every course has identified CLOs as requirements for completion. Therefore, students who had completed the course had achieved and contributed to achieving the PLOs.
- To assure this, the Bachelor of Science in the Aeronautics Program has a course auditing system that complies with the regulations of OHEC with at least 25% of the courses accredited.
- The academic committee appointed the course auditing committee for all courses.
- The committee approves all course operations to review that the teaching-learning strategies and assessment methods enable students to achieve CLOs thereby contributing to PLOS. Their recommendations were reported to the course coordinator and the academic committee for further improvement.
- According to the early study plan, students had to complete the previous year’s study plan before going on to the next year’s study plan sequenced from the basic knowledge to mastery skills.
- According to the graduation criteria mentioned in the curriculum, every student has to achieve atleast a CGPA of 2.0 in order to guarantee that they pass at the standard level.
- In case the student could not complete grade 2.0 the student coordinator would arrange opportunities for them to improve their learning until completion.
- In addition to this requirement, the student must have TOEIC English test scores which are considered to be the English exist test that serves as the criteria for graduation.
- Once this student cleared all the requirements as indicated in TQF2, the academic committee will assess the student’s achievement to ensure that they have achieved the PLOs.
Result
- The alumni and the graduates who are working in the Aviation Organizations exhibit these learning outcomes.
- They were able to communicate effectively in English in their job sector in order to get the clients.
- They were able to follow the ethical standards of the organization as well as they were able to do multi-tasking efficiently in their work places.
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EPLOs of Aeronautics |
Evidence to show that students achieved EPLO by the time they graduate |
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1. Have morals and ethics. Discipline in the study and life Responsibility towards oneself and society. Good personalities and are able to express themselves appropriately |
1. All the students from the final year have successfully completed their BSc Aeronautics program. The verification of learning outcomes of the question papers serves as an evidence to say that the graduates had acquired the higher order thinking skills throw their summative assessment. 2. The graduates showed a drastic improvement in their values and skills throughout their studies in the college. Their performances in the classroom activities such as group discussion, individual and group presentations, peer teaching collaborations, project works, roleplays, etc. clearly exhibited their achievement of the ELO. 3. According to the intern supervisors: a. The AR students have performed much better compared to other university students. b. The student’s English proficiency was also better compared to the other interns. c. As the students’ basic aviation understanding was strong, they were able to understand the work so easily. d. They were able to communicate and work as a team. 4. The final year students had successfully completed the English exit exam with an overall average score of 432. 5. 64 % of the graduates are working in the core industries. 6. 22% of the graduates are running their own businesses. |
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2. Be able to search for information and knowledge Able to present or communicate in English | |
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3. Have basic knowledge of mathematics and basic science including starting to learn about the basic rules of aviation, airports | |
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4. Have additional basic knowledge of air navigation and air traffic, Aircraft structure and materials, aviation regulations. | |
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5. Able to apply basic knowledge of human factors in aviation, flight safety | |
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6. Professional knowledge of the aviation industry, aviation regulations, and safety | |
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7. Have in-depth knowledge and skills in specific professional subjects and air navigation management such as meteorology, aircraft components and systems, flight performance aircraft performance control. 8. Preparation of aviation information and airport management | |
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7. Knowledge of various systems of the plane and human factors affecting flight | |
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8. Have knowledge and understanding of aviation accident investigation principles, and learn various systems of aircraft | |
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9. Have knowledge and skills, good human relations high responsibility, professional ethics, have a high level of English language skills and practice to take the exam and become a pilot Air Cargo Aviation Support Officer or related businesses | |
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10. Have sufficient knowledge and skills for further study at a higher level |
Evidence
| ID_Evidence | Name_Evidence |
| 1.1 | TQF 2 |
| 1.2 | 1.2.1. Management Information System Page 1.2.2. Sample TQF3 &5 1.2.3. Google Classroom |
| 1.3 | Curriculum Mapping |
| 1.4 | 1.4.1. Internship Supervisor’s Feedback 1.4.2. Graduate Feedback 1.4.3. Alumni Feedback 1.4.4. Employer Feedback |
| 1.5 | 1.5.1. Employer Satisfaction Survey 1.5.2. Sample Student Testimonials 1.5.3. Job Status of the Alumni 1.5.4. Internship Supervisor Evaluation Report (Interns Performace) 1.5.5. Graduate Job Status 1.5.6. Reflective Essay |
Assessment scores
| Requirements | Self score | Asses sors’ |
| 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 |
| 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 |
| 1.3 The programme to show that the expected learning outcomes consist of both generic outcomes and subject specific outcomes. | 1 | 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 |
| 1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate | 1 | 1 |
| Overall | 5 | |
admin says:
1.1 Did you derive PLOs of BSc(Aeronautics) program yourself? The PLOs are supposed to come from TQF2 (the program specification in Thai). They are given in the LO headers of section 3 of TQF3 and TQF4.
1.2 The LOs in the left column are PLOs, the headers in Section 3 of TQF3, while the CLOs are supposed to be derived from PLOs.
aradmin says:
1.1. The PLOs are taken from the LO headers of section 3 of TQF3. Previously it was not clear, but now it is changed.