Criterion 5 – Academic Staff

Criterion 5 – Academic Staff

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.

Performance

The Faculty of Business Administration, which oversees the Bachelor of Business Administration program, prioritizes academic staff planning to ensure a sufficient number of high-quality faculty members. This planning is crucial for maintaining the highest quality education and achieving institutional objectives.

For lecturers specializing in International Business, Logistics, and Tourism and Hotel, a comprehensive plan was developed and communicated during the Faculty meeting of the academic year 2023-2024. This plan outlined the specific responsibilities and tasks assigned to each lecturer, which they diligently followed and completed to the best of their abilities. Additionally, the program has systems and mechanisms in place to promote and develop faculty members, including:

1. Provided a training sessions and workshops on writing TQF 3 and 5, exam question papers, and  tables of specifications were organized and conducted for lecturers.
2. Organized a mentoring program for new faculty members aimed at providing guidance on teaching methodologies, research practices, pursuing academic positions, and other relevant responsibilities.
3. Scaffold lecturers in publishing research papers in academic journals
4. Provided training sessions for quality assurance (QA), meeting the program and faculty levels requirements.
5. Conducted “The Academic Title Workshop for Academic Staff,” to assist lecturers in the process of obtaining academic titles.
6. Organized a Capacity-building focused on “Internship Duties and Responsibilities of the Internal Advisor.”

As part of the program’s dedication to fostering the professional growth of its lecturers, Dr. Juan Rodrigo B. Del Villar has recently completed his Master of Arts in Educational Management.

5.2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service.

Performance

The program ensures that the workload of lecturers is appropriately balanced to enable efficient job performance in teaching, research, and academic service. Workload distribution among lecturers is carefully managed to ensure fairness and suitability, taking into account individual teaching responsibilities, research duties, and academic service obligations. Data on teaching activities are utilized to calculate faculty workload, serving as a guideline for curriculum management.

Category	M	F	Total		Percentage of PhD
			Headcount	FTEs
Professor
Associate/Assistant Professors
Full-time Lecturers	6	3	9	0.5	33.33%
Part-time Lecturers
Visiting Professors/Lecturers
Total	6	3	9	0.5

Total hours worked by all employees=20 hours/week

So, with .05 FTE, the total workload is maximum to 20 hours of work per week. The program monitors the lecturer-to-student ratio continuously to inform curriculum development and improvement efforts. Notably, in the academic year 2023-2024, the lecturer-to-student ratio is 1:8.

Category	FTEs of Academic staff	Total FTEs of students	Staff-to-student Ratio
AY 2023 – 2024	0.5	0.93	0.1184 or 1 staff is equivalent to 8 students Note: 9 lecturers and 76 students

Academic Staff FTEs

 FTEs    = Standard Full-Time Hours / Total Hours Worked

            = 20 hours x 9 lecturers / 9 lecturers x 40 hours per week

            = 180 hours / 360 hours

            = .5

FTE (Students)

Year 1-3	Year 4
46 students* 15 credits x 2 semesters = 1,380	Semester 1         30 x 15= 450 Semester 2        30 x 6 =  180                Total Credits= 630

FTE     = Standard Full-Time Student Workload / Total Student Workload

            = 2,010 hours / 2,280 total student workload (assuming they all enroll 15credits / semester)

​FTE     = .88

Note: This means that the total workload of students is equivalent to the workload of 0.88 full-time students.

​Academic Staff Research Outputs

School Year	Number of staff	Number of Publication	Percentage
AY 2023-2024	9	11	122%

5.3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated.

Performance

Highly competent and skilled lecturers are paramount for ensuring the delivery of high quality education, conducting research, and contributing to the overall success of the institution. The Bachelor of Business Administration program, in consonance with the policy of St Teresa International University, emphasizes the strengths of academic staff in education, research, and academic service.

Teaching competency is meticulously assessed through various channels, including:

• student feedback/evaluation
• peer evaluation
• course audit
• annual competency appraisal system

The program adapts the institutional tool used as a systematic evaluation process for assessing the teaching performance of academic staff. This evaluation entails student feedback focusing on teaching effectiveness, availability, mentorship proficiency, problem-solving abilities, adeptness in fostering reflective discussions, depth of subject knowledge, and capacity to engage students in class. Additionally, the program collects students’ feedback on teachers’ performance. This quantitative feedback differs from the rating evaluation in the MIS, as it is based on a tailor-fit questionnaire designed to elicit detailed responses from the students. Questions from this feedback are kept with utmost confidentiality and communicated to the concerned lecturers. In response, program lecturers address the students’ feedback for improvement and documentation purposes. The feedback will be utilized for faculty development within the program

Another competency a lecturer must possess is crafting an effective course syllabus (TQF 3). Lecturers are tasked with developing teaching and assessment plans that align with the course and program learning outcomes, ensuring the delivery of high-quality education to students. Each Head or course coordinator reviews these plans, providing timely feedback to staff members, enabling them to make necessary adjustments and align with the reviewer’s criteria.

Furthermore, the questions crafted by lecturers for midterm and final examinations undergo scrutiny by a minimum of three reviewers. This process aims to enhance the competence of the questions and facilitate students’ success in completing the exams.

Additionally, each Program lecturer is assigned research responsibilities for the academic year, with guidance to conduct studies within their area of expertise. These instructors have also contributed to research endeavors and published works in esteemed journals indexed in Scopus.

Area	Competency	Responsible Evaluator	Action taken
1.Teaching competency	Course content Classroom management Learning objectives Assessment plan	Course coordinator	To update / consolidate the suggestions of the course coordinator
2. Advisory	Academic Performance of advisees	Head of the Program	To report any improvement / problem encountered and recommendations
3. Writing Examination	Higher order thinking skills Grammar Alignment to the learning outcomes	Course coordinator Dean	To incorporate the suggestions
4. Research	Publication	Head Research Office	To submit proposal and publication support.
5. Knowledge Management	Critical thinking Performance-based	Coordinator	To highlight the new knowledge, enhancing teaching and learning strategies

At the end of the year, every faculty member submits a performance appraisal report to the college’s human resources department. This report encompasses accomplishments, personal goals for the upcoming year, and plans for improvement. Such self-evaluation mechanisms empower staff members to assess their performance and take necessary steps to achieve their objectives.

5.4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.

Performance

The Bachelor of Business Administration ensures an adequate number of academic staff members to deliver quality instruction, conduct research, and fulfill administrative duties effectively. Staff roles should be assigned based on their educational background, areas of specialization, and personal preferences expressed by lecturers.

At the beginning of the academic year, duties related to teaching, research, and other functions were assigned to lecturers commensurate to their qualifications.

Name of Lecturers	Qualification	Subjects Handled
1. Juan Rodrigo B. Del Villar	Bachelor of Science in Hotel and Restaurant Management Master in Management major in Business Management Doctor in Management major in Leadership and Organization	Food and Beverage Front Office and Rooms Division Research in Tourism and Hospitality Strategic Management
2. R. Hazanal Rashid Khan	Bachelor of Computer Science Master of Computer Application Master of Business Administration major in Hotel and Tourism	Computer Applications Management Information System Information System for Logistics/ Hotel Information Technology Management
3. Abhishek Tiwaree	Bachelor of Logistic and Supply Chain Management Master of Logistic and Supply Chain Management	Export – Import Management International Trade International Logistics
4. Amarjet Signh Mastana	Bachelor of Commerce Master of Science in Supply Chain Management Master of Business Administration major in Tourism Management Master of Business Administration major in Finance	Tour Business and Travel Agency Management Transport Safety and Environment
5. Lily Grace Orcino	Bachelor of Arts in Economics Master in Business Administration Doctor of Philosophy major in Development Administration	Startup Business Management Principles of Economics Business English Writing

Proper duty allocation led to increased productivity and efficiency among academic staff members. By matching workload with individual competencies, staff could focus on their areas of expertise, resulting in improved teaching quality, research outcomes, and administrative effectiveness.

Lecturers’ Aptitude

The Bachelor of Business Administration Program recognizes the importance of the aptitude of the lecturers to deliver an improved educational experience to stakeholders. Thus, the program utilizes these criteria to assess. 

1. Performance Review: This is conducted annually through the performance appraisal submitted to the Human Resources Office.
2. Student Feedback/Evaluation: This is done every semester for each course. The feedback is reflected in the TQF 5 of each course.
3. Research: This is an annual requirement for every lecturer and is part of the contract signed annually. The program has 11 research publications, equivalent to 122% from 9 program lecturers.
4. Pedagogical: This is assessed annually through classroom observations, examination paper reviews, and TQF 3 and 5 reviews, among other methods.

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.

Performance
The Bachelor of Business Administration ensures that the performance of its lecturers are evaluated using a merit system, taking into consideration the teaching quality, timely submission of requirements, relationship with colleagues, research outputs, and service contributions to the organization. Faculty members are required to submit an annual appraisal report as part of the contract renewal and application, outlining their achievements, goals, and strategies for improvement. This approach empowers employees to assess their own performance and take necessary actions to achieve their objectives. By implementing this evaluation system, the institution ensures that faculty members are accountable for their contributions in teaching, research, and service. It also provides a framework for continuous improvement and professional development.

Mr. Hazanal Rashid Khan has been recognized for his exceptional scientific skills in research by being listed on the AD Scientific Index of 2023.

Additionally, the BBA Program has been honored as one of the most valuable IQA Program SAR Developments of the year 2023.

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.

Performance

The Bachelor of Business Administration has established roles and responsibilities for academic staff, defining the expected competencies, considering ethics, professional integrity, and academic integrity. These guidelines are aligned with the national laws and policies and conforms to the institutional policy.

Rights and Privileges 

Academic staff are informed in their rights, performance outcomes, and responsibilities during the general orientation and faculty meeting. In coordination with the Human Resource Department, the program ensures proper information dissemination pertaining to the institutional activities such as medical check-ups, meetings, and others.

During the contract signing, the Human Resource Department will thoroughly explain and present the rights and privileges of each staff member to ensure that both parties agree to the terms and conditions. At this time, the Human Resource Department will inform the staff of the following:

Professional Role as a Lecturer:

• Submission of TQF 3, 4, 5, and 6
• Timely submission of examinations and grades in the MIS
• Pedagogical skills and performance
• Research requirements

Work Duties:

• Days off and holidays (2-day consecutive day off)
• Schedule of office hours from 8:00 am to 5:00 pm

Benefits
The program works closely with the Human Resource Office to ensure lecturers receive their benefits. This includes medical and dental benefits provided by the Social Security Office. The Human Resource Office diligently communicates these benefits to every lecturer through email and Line, ensuring maximum participation and utilization. Additionally, the office provides assistance with tax refunds for all lecturers, which are disbursed according to the schedule set by the Social Security Office.

Furthermore, the contract also shows the accommodation benefits of lecturers. 

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.

Performance

The Bachelor of Business Administration systematically identifies and addresses training and developmental needs of the academic, ensuring essential skills, knowledge, and abilities to effectively perform their jobs.

The program also utilizes the job appraisal submitted to the Human Resource to identify training needs and development. This comprehensive approach enables the program a thorough understanding of the needs of the lecturers to provide quality education as well as perform their duties and responsibilities effectively.

For instance, the provision of training for TQF 3 and 5 writing, construction of examination papers aligned with the program learning outcomes, research writing, academic titles, curriculum revisions, and quality assurance were all notable. Moreover, in the desire to foster the culture lifelong learning, the program organizes knowledge management every semester, enhancing lecturers’ skills, knowledge, and teaching methodologies. The BBA program conscientiously working and providing training and development for 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.

Performance 

At the end of every semester, the performance of the lecturers are evaluated by the students integrated in the MIS. The numerical ratings remain confidential until grades are released and will be available in the TQF 5. This will be used to analyze the performance of the lecturers and areas for improvement. The evaluation provides valuable insights into teaching effectiveness, improving the course delivery and enriching the overall student learning experience.

Lecturers undergo evaluation through research submissions, as outlined in the contract. Each lecturer is required to publish research in a TCI indexed journal or Scopus, a requirement for contract renewal. The BBA program adheres to the institutional research schedule for proposing research topics. The committee is composed of experts duly approved by the Office of Research and Planning, ensuring clarity of research objectives, alignment with institutional agendas, ethical considerations, and peer review.

Once approved, the lecturer’s publication will be funded. Additionally, the contract stipulates that the researcher will receive a one-time payment of 20,000 THB upon submission of the full research paper. Additionally, lecturers who exemplify excellence and produce high-impact journal publications are recognized by the university.

The BBA program is committed to be responsive in the changing landscape of educational system and the industry. Thus, regular assessment are conducted to address any identified areas of concern. This proactive approach enables the program to adapt, maintain and align with the industry requirements.

Evidence

ID_Evidence	Name_Evidence
5.1.1	Faculty Meeting / Seminar in TOS
5.1.2	Exam and Table of Specification
5.1.3	QA seminar
5.1.4	Academic Title Seminar
5.1.5	Internship Duties and Responsibilities
5.1.6	Training Needs Assessment, Planning, and Implementation
5.1.7	Recruitment criteria/process
5.1.8	Faculty Development Plan
5.1.9	TQF 2 – Faculty Development Plan
5.1.10	Students’ feedback on lecturers’ performance
5.1.11	Lecturer’s Response to Student Feedback
5.1.12	Transcript of Records of Dr. Del Villar
5.2.1	Teachers Course Load
5.2.2	Employment Contract
5.2.3	Faculty Research
5.2.4	Lecturer’s Performance Evaluation
5.2.5	Lecturer’s Satisfaction Result
5.2.6	Training & Development
5.3.1	Sample evaluation of students
5.3.2	Employment Appraisal
5.3.3	Advisory
5.3.4	Advisory reports
5.3.5	Exam reviews
5.3.6	Assigned lecturer to check the TQF
5.3.7	Knowledge Management
5.3.8	Approved TQF 3 and 5
5.3.9	Teaching License of Dr. Del Villar
5.3.10	Faculty Development Plan
5.3.11	Staff Handbook / HR Policy
5.3.12	Students’ Feedback and Lecturers’ Response
5.4.1	Teachers Load
5.4.2	Qualification
5.4.3	Research outputs
5.4.4	Knowledge Management
5.4.5	Advisory Schedule
5.4.6	Students’ Feedback on Teachers’ Performance
5.4.7	Performance Evaluation
5.4.8	Staff Retention & Turnover rates
5.5.1	Appraisal report
5.5.2	HR Policy
5.5.3	Staff handbook
5.5.4	Job description
5.5.5	Employment contract
5.5.6	AD Scientific Index
5.5.7	Most Valuable IQA Program SAR Development
5.6.1	Employment Contract
5.6.2	Health announcement
5.6.3	Academic Title
5.6.4	Lecturers’ General Meeting
5.6.5	Sample Commitment Form
5.7.1	Faculty Meeting
5.7.2	Knowledge Management
5.7.3	Job appraisal
5.7.4	QA Meeting
5.7.5	Academic Title
5.7.6	TQF3 and 5 Training and Workshop
5.7.7	Training Needs Analysis
5.7.8	FBA Budget Plan for the Academic Year
5.7.9	Faculty Development Plan
5.7.10	Training Programs & Workshops a. TQF 3 and 5 b. Management Information System
5.7.11	Knowledge Management Meeting Report

Self-Assessment

Requirements	Result	Score
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.	/
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.	/
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.	/
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