Criterion 5 – Academic Staff
AUNQA requirements for Criterion 5
TRSU QA uses each of the AUNQA criterion requirements below to assess the relevant QA practice of a program.
5.1 Planning for the needs
The academic staff planning (including succession, promotion, redeployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service.
Diagnostic questions
- How is manpower planning for the academic staff carried out?
- Are recruitment and promotion criteria of the academic staff established? What are they?
- What is the succession plan for key appointment holders?
- What are the challenges that the university meet or encounter with regards to human resource, such as age distribution, difficulties in filling vacancies or in attracting qualified academic staff? How does the university handle these challenges?
- What policy is pursued with regard to the employment of academic staff, both in teaching and research?
5.2 Workload monitor
The staff workload is measured and monitored to improve the quality of education, research, and service.
Diagnostic questions
- Is the staff-to-student ratio satisfactory?
- How are workload defined, measured and monitored?
- Are academic staff members satisfied with the teaching load?
- Is a policy in place with regard to involvement in seminars, supervision of final papers, practical training, or internship?
5.3 Competence evaluation
The competences of the academic staff are determined, evaluated, and communicated.
Diagnostic questions
- Are academic staff members competent and qualified for their jobs? How are they evaluated?
- Are the competencies and expertise of the academic staff adequate for delivering the programme? How are they evaluated?
- How many Master’s and PhD degree holders are there among the academic staff?
- What types of research activities are carried out by academic staff?
- What are the competences needed for the research? How are they evaluated?
5.4 Right job for a person
The duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.
Diagnostic questions
- Are the academic duties allocated appropriate to qualifications, experience and aptitude?
- What types of research activities are carried out by academic staff? Are these activities aligned to the vision and mission of the university and faculty?
- Is conscious effort made to involve professors in mentoring and/or training the junior or new academic staff?
5.5 Merit system
The academic staff is based on a merit system which accounts for teaching, research, and service.
Diagnostic questions
- How is the merit system implemented?
- What are the promotion criteria for the academic staff? Are they based on the merit system?
5.6 Roles and accountability
The rights and privileges, benefits, roles and relationships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood.
Diagnostic questions
- What is the accountability of the academic staff in terms of roles, responsibilities, academic freedom, and professional ethics?
- How is it demonstrated by the academic staff?
5.7 Training and development
The training and developmental needs of the academic staff are systematically identified, and appropriate training and development activities are implemented to fulfill the identified needs.
Diagnostic questions
- What are the training and development processes and plans? How are the training needs identified?
- Is there a system to develop strategic and technical competencies of the academic staff?
- What are the training hours and number of training places for the academic staff per year?
- Do the training and development plans reflect the university and faculty mission and objectives?
5.8 Performance and rewards
The performance management including reward and recognition is implemented to assess academic staff teaching and research quality.
Diagnostic questions
- Is there a performance management system? How is it carried out?
- How are the teaching and research quality of the academic staff assessed?
- How is the reward and recognition implemented? What are performance criteria for the reward?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 items | 2-3 items | 4-5 items | 6-7 items | 8 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 Result
5.1 The programme to show that academic staff planning (including succession, promotion, re-deployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service.
The aeronautics major put its efforts into academic staff planning to ensure the appropriate quantity and quality of academic staff members. Adequate planning in this regard is essential to maintain a high standard of education and meet the institution’s goals and objectives.
A detailed plan was made and shared with the lecturers in the department during the first lecturer’s meeting of the academic year on the responsibilities of each lecturer and tasks to be completed. The lecturers followed the plan and gave their best to complete it.
In the subsequent meetings, new changes in TQF3, TQF5, Exam question papers, and Blueprints were discussed with the lecturers. Meetings regarding QA at the program and faculty level were conducted which gave guidance to the preparation of documents and the plans for assuring quality.
Several workshops and seminars were conducted during the course of the academic year to rejuvenate and guide the lecturers to work towards achieving the academic plan. A Workshop on “The Academic title workshop for the Academic Staff” was conducted separately for Thai national and International lecturers to help them in the process of acquiring academic titles.
The lecturer in the department were also sharing their knowledge about their expertise to the fellow lecturer by conducting workshops regularly. Workshops like “Internship Duties and Responsibilities of the Internal Advisor” and “Research Possibilities in the absence of experimental setup or labs” were conducted. In those workshops, the lecturers were sharing their thoughts to their colleagues which helped them to transfer their knowledge.
5.2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service.
Effective workload management is crucial for maintaining a healthy work-life balance, ensuring productivity, and delivering high-quality outcomes.
All the lecturers in the aeronautics major are allocated workloads examining the fairness and transparency of workload distribution, ensuring that tasks were assigned equitably based on staff expertise and capacity. It also considered whether workload allocation took into account individual strengths, professional development goals, and the overall balance of responsibilities. This ensured that staff members were not overwhelmed or underutilized, resulting in improved work quality as individuals could focus on their assigned responsibilities effectively.
Each staff’s workload is shared to them before the commencement of each semester by allocating the classes and time sufficient for the completion of the teaching plan mentioned in the TQF3.
Workloads are allotted to each lecturer based on feedback and evaluation from the students in TQF5. This proactive approach enhanced work quality by enabling timely adjustments and ensuring that staff members had the necessary support and resources to meet their responsibilities.
5.3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated.
Competent and skilled academic staff are essential for delivering high-quality education, conducting research, and contributing to the institution’s overall success.
For delivering high-quality education to the students, the lecturers are asked to prepare a teaching plan and assessment plan that aligns with the course and program learning outcomes. This teaching and assessment plans are review by the Head of the aeronautics major and feedback is given to the staff member in a timely manner so that the lecturer makes changes and plans according to the requirements of the reviewer.
The questions prepared by the lecturers for conducting midterm and final examinations are scrutinized by atleast three reviewers so that the lecturer amends the questions to be competent and make the students to use their cognitive skills.
Department lecturers are identified to do research for the academic year and are informed to do their research in the field of expertise. The lecturers have also done their research and have published articles in reputed journals which are indexed in Scopus.
At the end of the year, each faculty is submitting a performance appraisal report to the human resources department of the college which includes accomplishments, personal goals in the next year and improvement plans. This helps the staff members to evaluate themselves and do the needful to achieve the goals.
5.4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.
It is crucial to ensure that there is an appropriate number of academic staff members to effectively deliver quality education, conduct research, and fulfil administrative responsibilities. The duties of the academic staffs are allocated appropriately based on their educational background, their areas of expertise, and personal choices made by the lecturers.
A plan regarding teaching-, research- and academic title-oriented duties were allocated to the lecturers is done during the start of the academic year and were discussed and in the department meetings. The staffs were monitored and regular updates were discussed in the subsequent department meetings so that the lecturers were meeting the timelines to do their duties.
The appropriate allocation of duties resulted in increased productivity and efficiency among academic staff members. By aligning workload with individual competencies, staff members were able to focus on their areas of expertise, leading to improved teaching quality, research outcomes, and administrative effectiveness.
Moving forward, the department should continue to monitor staff quantity and workload allocation, considering factors such as program growth, emerging needs, and evolving industry requirements. Regular reviews and adjustments will help maintain the appropriateness of staff quantity and workload allocation, ensuring continued success in delivering quality education and achieving program objectives.
5.5 The programme to show that promotion of the academic staff is based on a merit system which accounts for teaching, research, and service.
……
5.6 The programme to show that the rights and privileges, benefits, roles and relationships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood.
…..
5.7 The programme to show that the training and developmental needs of the academic staff are systematically identified, and that appropriate training and development activities are implemented to fulfil the identified needs.
Systematically identifying and addressing these needs ensures that staff members have the necessary skills, knowledge, and competencies to meet the demands of their roles effectively.
The department gathers information, such as surveys, performance evaluations, self-assessments and future development plans to identify the training and development needs of the academic staffs. The department advices the lecturers to pursue a Doctoral degree and provide facilities to carry on with the higher studies in part-time mode.
The department has also allocated funds to develop teachers on the potential of academic/professional skills consistent with the vision of the institution. (KM, IT, Research, QA)
For the lecturers to share their knowledge and teaching methodologies with other departments and faculties, a knowledge management presentation is conducted in each semester which helps the lecturers to develop their abilities to know about new teaching methodologies.
The department has demonstrated a commitment to systematically identifying and aligning the training and developmental needs of academic staff with the program requirements. Through ongoing evaluation and improvement, the department can further strengthen its practices and foster a culture of continuous learning and professional growth among its academic staff.
5.8 The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality.
……
Evidence
Assessment scores
| Requirements | Self score | Assessors’ |
| 5.1 The programme to show that academic staff planning (including succession, promotion, re-deployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service. | 1 | |
| 5.3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated. | 1 | |
| 5.2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service. | 1 | |
| 5.4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude. | 1 | |
| 5.5 The programme to show that promotion of the academic staff is based on a merit system which accounts for teaching, research, and service. | 1 | |
| 5.6 The programme to show that the rights and privileges, benefits, roles and relationships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood. | 1 | |
| 5.7 The programme to show that the training and developmental needs of the academic staff are systematically identified, and that appropriate training and development activities are implemented to fulfil the identified needs. | 1 | |
| 5.8 The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality. | 1 | |
| Overall | 5 |