Criterion 3 – Teaching and Learning Approach
AUNQA requirements for Criterion 3
3.1 Guided by philosophy
The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
Diagnostic questions
- Is an educational philosophy explicit and shared by all the teaching staff? What is it?
- What are teaching and learning activities that reflect the educational philosophy?
- Is the teaching provided by other departments (e.g. general courses) satisfactory? How is it evaluated?
- Are the teaching and learning methods used aligned with the ELOs?
3.2 Responsible participation
The teaching and learning activities are shown to allow students to participate responsibly in the learning process.
Diagnostic questions
- Do the students participate with responsibilities in learning processes? In what teaching and learning activities?
- What are the students’ responsibilities in the teaching and learning activities?
3.3 Learning by action
The teaching and learning activities are shown to involve active learning by the students.
Diagnostic questions
- What are teaching activities used to promote learning by action or active learning?
- Is practical training a compulsory or optional part of the programme?
- Are the extent and result of practical training satisfactory?
- What benefits do employers and students gain from the practical training?
- How are students coached to do well in the practical training?
- How is the assessment for practical training done?
3.4 Life-long learning
The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning.
Diagnostic questions
- By what teaching and learning activities is a commitment to life-long learning instilled in students?
- How do the teaching activities enhance life-long learning?
- Do the chosen methods fit into the learning outcomes of the courses?
3.5 Entrepreneurial mindset
The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.
Diagnostic questions
- What are teaching and learning activities used to inculcate in students entrepreneurial mindset?
- How do the teaching activities help students develop entrepreneurial mindset?
- Do the chosen methods fit into the learning outcomes of the courses?
- How is the assessment done?
3.6 Teaching and learning improvement
The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.
Diagnostic questions
- How is the teaching and learning approach evaluated?
- What is the procedure for evaluation and improvement of the teaching and learning approach?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4 items | 5-6 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 Result
3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
Performance
The Business Administration’s educational philosophy is anchored to the institution’s vision and mission, committed to nurture intellects through competent learning experience, highest standard of English communication skills, and industry-based training imbibed with moral values and ethical integrity. The program is committed to effectively articulating and disseminating the educational philosophy at institutional, faculty, and program levels through various channels. Emphasis is placed on aligning the program learning outcomes with the needs and expectations of employers. As a result, our graduates emerge as resilient, ethical individuals equipped with strong analytical and creative thinking skills, adept problem-solving abilities, and effective teamwork capabilities.
Our Vision
We aim to be the pioneers in developing innovative and professional business administrators for critical and competitive times by changing the landscape of business education.
Our Mission
Our mission is to develop students as business leaders and future generators of sustainable value for business and society. Through insights into advanced management practices and community engagement, we strive to educate students to be the forefront of business and contribute to the transformation of the global economy.
Program Objectives
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เพื่อผลิตบัณฑิตให้สามารถจัดการปัญหาทางคุณธรรม จริยธรรม และวิชาชีพโดยใช้ดุลยพินิจทางค่านิยม ความรู้สึกของผู้อื่น ค่านิยมพื้นฐาน และจรรยาบรรณวิชาชีพ แสดงออกซึ่งพฤติกรรมทางด้านคุณธรรมและจริยธรรม อาทิ วินัย ความรับผิดชอบ ซื่อสัตย์สุตจริต เสียสละ เป็นแบบอย่างที่ดี เข้าใจผู้อื่น และเข้าใจโลก
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เพื่อผลิตบัณฑิตให้มีองค์ความรู้ในสาขาวิชาชีพด้านบริหารธุรกิจอย่างกว้างขวาง และเป็นระบบ ตระหนัก รู้หลักการและทฤษฎีในองค์ความรู้ที่เกี่ยวข้อง มีความเข้าใจเกี่ยวกับความก้าวหน้าของความรู้ในสาขาวิชาชีพด้านบริหารธุรกิจในสาขาที่ศึกษา และตระหนักถึงงานวิจัยในปัจจุบันที่เกี่ยวข้องกับการแก้ปัญหา และการต่อยอดองค์ความรู้และจะต้องคระหนักในธรรมเนียมปฏิบัติ กฎระเบียบ ข้อบังคับที่เปลี่ยนแปลงตามสถานการณ์ สามารถติดต่อสื่อสารด้วยภาษาอังกฤษกับผู้ประกอบการทั่วโลกได้ รวมทั้งสามารถสื่อสารข้ามวัฒนธรรมได้อย่างเหมาะสม
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เพื่อผลิตบัณฑิตให้มีความใฝ่รู้ สามารถค้นหาข้อเท็จจริง ทำความเข้าใจและสามารถประเมินข้อมูลแนวคิดและหลักฐานใหม่ๆ จากแหล่งข้อมูลที่หลากหลาย และใช้ข้อมูลที่ได้ในการแก้ไขปัญหาและงานอื่นๆ ด้วยตนเอง สามารถศึกษาปัญหาที่ค่อนข้างซับซ้อน และเสนอแนะแนวทางในการแก้ไขได้อย่างสร้างสรรค์โดยคำนึงถึงความรู้ทางภาคทฤษฎี ประสบการณ์ทางภาคปฏิบัติ และผลกระทบจากการตัดสินใจ สามารถใช้ทักษะและความเข้าใจอันถ่องแท้ในเนื้อหาสาระทางวิชา วิชาชีพบริหารธุรกิจ การปฏิบัติงานประจำและหาแนวทางใหม่ในการแก้ไขปัญหาได้อย่างเหมาะสม
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เพื่อผลิตบัณฑิตให้สามารถร่วมงานกับผู้อื่น มีส่วนช่วยและเอื้อต่อการแก้ปัญหาในกลุ่มได้อย่างสร้างสรรค์ ไม่ว่าจะเป็นผู้นำหรือสมาชิกของกลุ่ม สามารถแสดงออกซึ่งภาวะผู้นำในสถานการณ์ต่างๆ มีความคิดริเริ่มในการวิเคราะห์ปัญหาและแนวทางแก้ไขได้อย่างเหมาะสมบนพื้นฐานของตนเองและของกลุ่ม รับผิดชอบในการเรียนรู้อย่างต่อเนื่อง รวมทั้งพัฒนาตนเองและอาชีพ
- เพื่อผลิตบัณฑิตให้สามารถศึกษาและทำความเข้าใจในประเด็นปัญหา สามารถเลือกและประยุกต์ใช้เทคนิคทางสถิติหรือคณิตศาสตร์ที่เกี่ยวข้องอย่างเหมาะสมในการศึกษาค้นคว้าและเสนอแนะแนวทางในการแก้ไขปัญหา ใช้เทคโนโลยีสารสนเทศในการเก็บรวบรวมข้อมูล ประมวลผล แปลความหมาย และนำเสนอข้อมูลสารสนเทศอย่างสม่ำเสมอ สามารถสื่อสารได้อย่างมีประสิทธิภาพทั้งในการพูด การเขียน สามารถเลือกใช้รูปแบบของการนำเสนอที่เหมาะสมสำหรับกลุ่มบุคคลที่แตกต่างกันได้ รวมถึงการบูรณาการวิชาความรู้ สร้างนวัตกรรมใหม่ๆ ด้านการบริการในวิชาชีพที่เลือก
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เพื่อให้บัณฑิตสามารถนำความรู้ไปเป็นแนวทางในการศึกษาในระดับสูงต่อไปและประกอบกิจส่วนตัวได้
Furthermore, the program ensures that the curriculum philosophy (Vision, Mission, and Objectives) is effectively communicated to all stakeholders, including current students, alumni, faculty members, support staff, administrative personnel, graduate users, business owners, labor markets, and community service recipients. Through these communication channels, we aim to ensure that stakeholders have a clear understanding of the curriculum philosophy and its alignment with our educational objectives.
|
Communication channel |
Stakeholders |
||||||
|
|
Students |
Potential |
Industry partners |
Parents |
Community |
Personnel |
Alumni |
|
Website / Social Media |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
|
Student handbook |
✓ |
✓ |
✓ |
||||
|
Promotional activities |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
|
|
Curriculum brochures |
✓ |
✓ |
✓ |
||||
|
Internship visitation |
✓ |
✓ |
✓ |
||||
|
General orientation |
✓ |
✓ |
✓ |
||||
|
Intensive English Program |
✓ |
✓ |
|||||
|
Post-internship Seminar |
✓ |
✓ |
✓ |
✓ |
|||
|
Personnel Orientation |
✓ |
||||||
|
Academic Service |
✓ |
✓ |
✓ |
||||
|
Volunteer Activities |
✓ |
✓ |
|||||
The program ensures that the Educational Philosophy (Vision and Mission) cascades into the program learning outcomes. The course learning outcomes is aligned with the former. Hence, the program ensures that achieving the educational philosophy is embedded in the pedagogical practices. See the alignment in sheets 3.1 Strategic Management and 3.1 Research.
3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process.
Performance
In the Bachelor of Business Administration program, students are provided with opportunities to participate in planning, decision-making, or making choices independently. These opportunities may vary depending on the nature of the course. For example,
|
Course |
Expected Output |
Teaching and Learning Activities |
|
Pre-cooperative Education |
The students conducted the needs assessment before internship starts. The students coordinated with the lecturer to propose topics for mini-seminar which will enhance their soft skills and preparation for the internship. |
· Needs assessment activities · Soft skills seminar · Role-playing exercises · Mock interviews |
|
Basic Research. |
The students proposed their topics and problems guided with their research adviser to better understand the underlying industry problems and proposed a solution and recommendation based on the result. |
· Interaction discussion · Think-Pair-Share · Research |
|
Internship / Cooperative Education |
Students have the opportunity to choose their own company, provided that it is approved by the lecturer, head, and the school, meeting the standards for quality internship experience. |
· Experiential learning · Problem-based learning · Pre-internship seminar/Workshop |
|
Food and Beverage |
Students are given a comprehensive training and background on the food and beverage services in the hospitality industry, its contribution to the industry, and skills needed. |
·Interactive discussion · Case studies · Think-pair-share · Modeling and Demonstration · Guided Practice · Role-playing |
The program engages students in the learning and teaching activities. To wit:
- Activities. Students are also engaged in formulating activities such as study tour, Goodbye senior, Post-internship seminar, among others. Students are given opportunities to participate in planning, decision-making, or making choices independently.
- Elective courses offer students the chance to engage in planning, decision-making, or independent option selection, provided the subject is available in the semester and does not conflict with any enrolled subjects. Additionally, students have the option to request a regrade for a subject, provided it received either a D or D+ grade.
3.3 The teaching and learning activities are shown to involve active learning by the students.
Performance
The Bachelor of Business Administration Program ensures that student-centered teaching and learning are practiced, aligning with the changes in the 21st century. This is outlined in the learning activities in course specifications required and business courses. Each course specifies teaching and learning activities in the teaching plan to promote active learning among students. These activities are designed to meet the expectations and objectives of each course, ensuring that each course is designed for active learning according to the details in table.
|
Course Offering |
Active Learning Strategies |
|||||||
|
Required Courses – Logistic Management |
Group discussions |
Presentation |
Think-Pair-Share |
Case Studies |
Role Playing |
Interactive Lectures |
Peer Teaching |
Simulation |
|
214 306 International Trade |
✓ |
✓ |
✓ |
✓ |
✓ |
|||
|
214 315 Investment and Business Plan |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
218 201 Logistics and Supply Chain Management |
✓ |
✓ |
✓ |
✓ |
||||
|
218 301 Information Technology for Logistics |
✓ |
✓ |
✓ |
✓ |
||||
|
218 302 Procurement Management |
✓ |
✓ |
✓ |
✓ |
✓ |
|||
|
218 306 Material Handling and Packaging |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
218 307 Logistics Management for Retail Business |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
218 401 Inventory and Warehouse Management |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
218 403International Logistics |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
218 410 Operations Research |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
218 497 Research in Logistics Management |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
Required Courses – Tourism and Hotel Mngt. |
||||||||
|
214 315 Investment and Business Plan |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
215 311 Introduction to Tourism and Hotel |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
215 318 House Keeping Operations |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
|
215 321 Usage of Technology in Tourism and Hotel Management |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
215 322 Front Office Operations and Rooms Division Management |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
|
|
215 413 Tourism and Hotel Marketing |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
|
|
215 415 Tour Business and Travel Agency Management |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
|
|
215 424 Consumer Psychology for Tourism and Hospitality |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
|
|
215 426 New Trend Tourism |
✓ |
✓ |
✓ |
✓ |
||||
|
215 497 Research in Tourism and Hotel |
✓ |
✓ |
✓ |
✓ |
✓ |
|||
|
215 319 Food and Beverage Operations |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
|
Required Courses – International Business |
||||||||
|
211 321 International Financial Accounting |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
213 402 International Marketing |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
214 215 International Finance and Banking |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
214 220 International Economics |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
214 306 International Trade |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
214 307 International Business Management |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
214 315 Investment and Business Plan |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
218 403 International Logistics |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
211 321 International Financial Accounting |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
213 402 International Marketing |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
214 215 International Finance and Banking |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
|
214 220 International Economics |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
||
The BBA Program ensures that the curricular and co-curricular activities are aligned with the course objectives to engage students in learning. These activities included:
- Study tour / company visits to better help understand the operation in the restaurant and hotel operation (215 319 Food and Beverage Operation, 215 311 Introduction to Tourism and Hotel, 215 404 Rooms Division Management)
- Projects-based activities to showcase the understanding and application of the students in the course. (100 101 Man, Environment, and Society, 215 413 Tourism and Hotel Marketing, Internship/Field Experience)
- Seminars to augment the learning experience of the students and help prepare for the internship / field experience. (215 500 Pre-cooperative Education)
- Capstone Requirement demonstrating students’ mastery of business competence and skills by integrating their learning and insights. This enabled students to foster critical thinking and problem-solving skills. (214 409 Strategic Management)
- Research problem expanded their learning experience by finding industry-based problems to student which developed their skills and strengthened their understanding by analyzing the problems and formulating recommendations for improvement (214 497Basic Research Methods)
3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices).
Performance
The Bachelor of Business Administration is committed to promote lifelong learning and metacognition among students. This is communicated in the curriculum and in the TQF 3 of each course. The program defines lifelong learning as the ability of the students to continuously learn, develop oneself, think analytically, solve problems. It fosters students’ creativity and innovation, essential for the 21st century. Metacognition, on the other hand, enables students to use to their critical thinking to process a situation and come up with the best solution.
The table shows the courses enabling students’ lifelong learning skills and metacognition.
|
Courses |
Outputs |
Skills Developed |
|
Basic Research |
Students conducted an industry-based studies that will further developed their understanding of the process and challenges of the industry. They were able to come up with a significant recommendations based on the findings. |
· Critical thinking skills for analysis · Computer skills for data processing and referencing skills · Communication skills for the presentation · Lifelong learning skills for enhancing their self-confidence, self-discipline, and taking ownership of their learning. · Teamwork and collaboration |
|
Strategic Management |
Students prepared a Capstone – an investigation of a company’s performance using SWOT and PESTLE. They were able to come up with a comprehensive analysis and recommendation to strengthen the performance whilst preparing for the challenges. |
· Analytical skills for critically analyzing complex data and information related to the company’s internal and external environment. · Research skills for gathering relevant data and information from various sources, supporting their analysis and recommendations. · Strategic thinking for devising long-term plans and initiatives. · Teamwork and collaboration for working with others, delegating tasks and leveraging each other’s capacity. · Problem-solving skills for key issues and challenges the company is facing, and to develop strategic recommendations. |
|
Pre-cooperative Education |
Students conducted a needs assessment to better equip and enhance their readiness with skills, competencies, and professional conduct in necessary in the workplace. |
· Self-awareness for reflecting and gaining insights which is integral for personal and professional development. · Adaptability for responding to the changing workplace dynamics. · Presentation skills for conducting the mini-seminar. · Professionalism for developing a comprehensive understanding of the work standards, ethics, and behavior. · Planning and organization for developing strategies addressing the skills need to be developed. |
|
Cooperative Education / Field Study |
Students integrated their classroom learning in the professional setting, gaining real-world situations, hands-on experience and practical skills in their chosen field. |
· Technical skills for learning and gaining skills related to their chosen field. · Communication for effectively working in the professional setting. It developed their writing, speaking, listening, and speaking skills. · Teamwork and collaboration for working with others in the company. · Problem-solving skills for finding solutions to every challenges they have encountered in the workplace. · Time management skills for learning how to prioritize tasks, meet deadlines, and manage their time effectively. · Leadership skills for mentoring other internship in their duties and responsibilities. |
3.5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.
Performance
The Bachelor of Business Administration Program emphasizes experiential learning and community engagement, with instructors guiding students in real-world practices both within and outside the classroom. Various courses, such as seminars, enable students to learn and analyze research findings, practice communication skills through presentations, and improve English presentation skills.
|
Course |
Performance |
Skills Developed |
|
Principles of Marketing and Tourism and Hotel Marketing |
Students prepared a digital marketing advertisement of tourist attractions in Thailand. |
Innovation Creative |
|
Man, Society, and Environment |
Students made a video presentation for proper waste disposal. |
Innovative Creative |
|
Food and Beverage Operation |
Students prepared a various drinks considering cost factors. |
Creative Innovation Entrepreneurial |
|
Business Statistics and Basic Research |
Students conducted a research and came up with a date-driven conclusion and recommendation. |
Creative Innovation |
|
Tour Business and Travel Agency Management |
Students formulated a tour package for future business endeavor. |
Creative Innovation Entrepreneurial |
|
Production and Operations |
Students entrepreneurial skills were developed through coming up with products to be sold. |
Creative Innovation Entrepreneurial |
|
English for Business Presentation |
Students presented their business plans using English as medium of communication. |
Creative Innovation Entrepreneurial |
|
Strategic Management |
Students presented analysis and recommendation of their chosen business |
Creative Innovation Entrepreneurial Critical thinking |
|
Investment and Business Plan |
Students prepared a business plan |
Financial literacy Entrepreneurial Creative Innovation Critical thinking |
The curriculum also promotes entrepreneurial thinking and fosters the creation of new innovations through activities embedded within and outside the classroom. This includes inviting entrepreneurs or alumni with experience to serve as guest speakers, sharing knowledge and experiences with students. Additionally, there’s an emphasis on promoting and supporting students’ participation in relevant online activities. Ms. Pornchanok Khamchanuan participated in “Forming Tomorrow’s Opportunities with Packaging Innovation”. Mr. Watcharachai Sansuk, was also awarded by Amari Bangkok as the Best Intern, and was tasked to present his innovative ideas in serving and dealing with guests. Mr. Chawich Satidpinyo, Logistic Management student, participated the SCGJWD Nextgen Logistics Boot Camp, offering a distinct opportunity to explore the latest developments in logistics and future technologies. The activity was focused on the environmentally friendly practices in logistics to reduce energy consumption and minimize carbon emissions.
3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.
Performance
The Bachelor of Business Administration program is committed to ensure the curriculum relevance to meet the changing market dynamics and aligned to the expected learning outcomes. The current curriculum (shown in TQF 2) was approved in 2020. It underwent a comprehensive scrutiny, participated by the stakeholders, ensuring the course descriptions, learning objectives, course content, teaching and learning strategies meet the requirements of the industry. This endeavor was necessary to formulate The Program Learning Outcomes, derived from the needs assessment (stakeholders) and institution’s vision and mission. These PLOs were then distributed across various courses in each year and semester according to the level of learning. The curriculum was structured to include course offerings according to the prescribed plan, with each semester’s courses taught by instructors selected based on their expertise and experience. Instructors aligned Course Learning Outcomes (CLOs) with the designated PLOs through Curriculum Mapping.
As part of the program’s continuous efforts for improvement, it actively incorporates feedback from internship providers and student-interns to enhance course content. During internship visits, our lecturers engage in discussions with providers to assess student performance and identify areas for improvement. While our students generally receive high praise from their companies, there is a consistent emphasis on the need to strengthen communication skills. This feedback is relayed to lecturers, who integrate activities aimed at developing students’ communication abilities. Moreover, during the final presentations, they offer valuable recommendations on skills that they believe their juniors should focus on developing. These insights are shared during internship presentations, where students from lower year levels are invited to attend and learn from their experiences. This collaborative approach ensures that our program continually evolves to meet the evolving needs and expectations of both students and industry partners. Furthermore, the assigned lecturer of the course provides insights and recommendations for improvement in TQF 5 which will be integrated in the succeeding semester.
Evidence
Self-Assessment
| Requirements | Result | Score |
| 3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities. | / | 1 |
| 3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process. | / | 1 |
| 3.3 The teaching and learning activities are shown to involve active learning by the students. | / | |
| 3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning. | / | 1 |
| 3.5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset. | / | 1 |
| 3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes. | / | 1 |
| Overall | 5 | |