Criterion 8 – Output and Outcomes
Requirements for AUNQA Criterion 8
8.1 Pass and dropout rates
The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement.
Diagnostic questions
- Does the programme have an efficient system to monitor the pass rates and dropout rates of students?
- What does the programme think of the pass rates? If not satisfactory, what measures are taken to improve the pass rates?
- What is the dropout rate? Are there explanations for the dropout rate?
- Does the department know where the dropout students go to?
- What does the department think of the average time to graduate?
- What measures have been taken to promote graduation and to shorten the average time to graduate?
- What effects do these measures have?
8.2 Employability
Employability as well as self-employment, entrepreneurship, and advancement to further studies, are shown to be established, monitored, and benchmarked for improvement.
Diagnostic questions
- What percentage of graduates find a job within six months of graduation over the past five years? What percentage of graduates found a job within one year of graduation?
- What percentage of graduates are still unemployed one year after graduation?
- Do the graduates get jobs easily? What are the career prospects of the graduates over the last five years?
8.3 Research and creative work
Research and creative work output and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement.
Diagnostic questions
- What types of research activities are carried out by the students? Are these activities aligned to the expected learning outcomes and the vision and mission of the university and faculty?
- 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?
- What is the level of research grants and how is it utilised?
- What is the number of research papers published? Are the research papers published in national, regional, and/or international journals?
8.4 Outcomes achievement
Data are provided to show directly the achievement of the programme outcomes, which are established and monitored.
Diagnostic questions
- Is the quality of the graduates satisfactory?
- Do the achieved standards match the expected standards?
8.5 Stakeholders’ satisfaction
Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement.
Diagnostic questions
- What mechanisms are available for staff to express their satisfaction or dissatisfaction about the programme, resources, facilities, processes, policies, etc?
- What indicators are used to measure and monitor the satisfaction level of staff?
- What initiatives are carried out to raise the satisfaction level of staff? Are they effective?
- Does the department know what students think about the courses, programme, teaching, examinations, etc?
- How does the department cope with the feedback and complaints from students?
- What is the opinion and feedback of the graduates about the competencies that they have acquired?
- How is feedback from the alumni used to improve the programme?
- Are employers satisfied with the quality of the graduates?
- Are there any specific complaints about the graduates
- Are specific strengths of the graduates appreciated by the employers?
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 Result
8.1 The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement.
Performance
The Bachelor of Business Administration Program keeps track of student graduation and dropout rates. The BBA Program committee has set a desirable target that the dropout rate should not exceed 10%. The results clearly show that the dropout rates of students from the BBA Program increased in academic years 2019 and 2022. Based on individual interviews, most of the students dropped out from the BBA Program during the first or second semester of the first year since they realized that they preferred to study in other professions, and many students were affected financially. An Advisory Team has been established to help students with their problems. This team meets students in assigned classrooms every week or answers their questions via the Facebook page or through the Line chat application.
|
Admission Year |
International Business |
Logistic Management |
Tourism and Hotel |
Total |
|||||||||||
|
Enrollment |
Retention |
Graduated |
Dropout Percentage |
Enrollment |
Retention |
Graduated |
Dropout Percentage |
Enrollment |
Retention |
Graduated |
Dropout Percentage |
Total Enrolled Student |
Total Graduated |
Total Percentage |
|
|
2020 |
30 |
43% |
13 |
57% |
28 |
28.6% |
8 |
71.4% |
78 |
10.3% |
8 |
89.7% |
136 |
29 |
21.32% |
|
2021 |
15 |
80% |
n/a |
20% |
10 |
80% |
n/a |
20% |
14 |
78.6% |
n/a |
21.6% |
39 |
||
|
2022 |
11 |
45.5 |
n/a |
54.6% |
4 |
100% |
n/a |
n/a |
2 |
50% |
n/a |
50% |
17 |
||
|
2023 |
10 |
90% |
n/a |
10% |
10 |
100% |
n/a |
n/a |
11 |
45.4 |
n/a |
54.6% |
30 |
||
8.2 Employability as well as self-employment, entrepreneurship, and advancement to further studies, are shown to be established, monitored, and benchmarked for improvement.
Performance
After obtaining their degrees or certificates from the college, the journey for graduates doesn’t come to an end. The college continues to track where these graduates land, particularly in terms of employment opportunities. Employment prospects are a significant factor that students consider when choosing a BBA Program. As such, the college meticulously records and presents employment statistics over the past five academic years, including comparisons with similar programs. These data illustrate that BBA graduates consistently secure opportunities and exhibit the necessary skills sought by employers.
Advanced Studies
|
Name |
Employment |
University Enrolled |
Degree |
|
1. Phattarawadee Rengsuek |
Learning and Support Coordinator, Amari Bangkok |
Stamford International University |
Master in Business Administration |
|
2. Pichakorn Yingyuen |
Self-employed |
St Teresa International University |
Master in Business Administration |
Employment Data of BBA Graduates
|
Program Major |
No of Graduates |
No of Employed |
Percentage |
No of Self-employed |
Percentage |
|
Tourism and Hotel |
7 |
9 |
77.8% |
2 |
22.2% |
|
International Business |
16 |
9 |
56.3% |
1 |
6.3% |
|
Logistic Management |
11 |
3 |
27.3% |
3 |
27.3% |
8.3 Research and creative work output and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement.
Performance
Research Outputs
As per the academic program requirements, all students are obligated to enroll in a research course during their fourth year of study. The available research courses include:
– 214 497 Research in International Business
– 215 497 Research in Tourism and Hotel
– 218 497 Research in Logistics Management
Students must complete and have their research projects evaluated within a single term. Before commencing their projects, lecturers typically provide guidance to students on refining their research topics, conducting literature reviews, selecting methodologies, analyzing results, drawing conclusions, and presenting proposals. Faculty assigns suitable lecturers to supervise and oversee students throughout the research process. All their research works are endorsed to the school library for future research use and reference.
Furthermore, lecturers actively engage in high-quality research work each year within their respective areas of interest across the BBA’s three major disciplines. This research is seamlessly integrated into their teaching subjects, providing students with advanced knowledge in their fields.
|
Academic Year |
Types of Publication |
Total |
Percentage of Publication |
|||
|
In-house/ Institutional |
National |
Regional |
International |
|||
|
2023-2024 |
7 |
4 |
11 |
122% |
||
|
2022-2023 |
|
8 |
8 |
88.88% |
||
|
2021-2022 |
6 |
6 |
66.66% |
|||
|
2020-2021 |
13 |
13 |
144% |
|||
Creative Learning Outputs
Dr. Juan Rodrigo B. Del Villar collaborated with a former lecturer from the Faculty of Business Administration to develop comprehensive learning materials for Strategic Management and Research coureses. These materials serve as guidebooks, enabling students to study in advance and adequately prepare for their coursework and related activities.
The learning guide for Research includes essential formats and forms that students must adhere to when submitting their research outputs. Similarly, the learning guide for Strategic Management encompasses the Capstone project format, which serves as the final requirement of the course. These guides aim to streamline the learning process, providing clear and structured guidance to help students achieve academic success.
As part of the commitment of the Bachelor of Business Administration program in its culture of excellence in research, a Research Improvement Plan is designed to produce high-quality research outputs. The Research Improvement Plan includes strategic measures aimed at enhancing the research prowess of lecturers.
8.4 Data are provided to show directly the achievement of the programme outcomes, which are established and monitored.
Performance
The Bachelor of Business Administration program’s expected outcomes for graduates encompass several key achievements, including:
- Attainment of a mean score of perceived achievement of overall Program Learning Outcomes (PLOs) exceeding 4.00 out of 5.00.
- Average time to graduate falling within the range of 4 to 5 years.
- A high percentage of graduates securing employment, reaching 94.44%.
The results of employer satisfaction surveys regarding our students’ performance indicate that these program learning outcomes are indeed being achieved. The faculty has conducted surveys to gauge employers’ satisfaction with our students’ performance in the workplace, with an average score across three categories indicating “Very Good Satisfaction” based on feedback from 11 employers.
Data analysis demonstrates that the assessment results of students’ learning outcomes across all aspects exceed a score of 3.51. These outcomes are evaluated against the five aspects outlined in the Thai Qualifications Framework for Higher Education, based on feedback from 11 employers. The table below showcases the assessment of graduate quality across the following domains:
- Learning outcome 5 domain (Moral and Ethics, Knowledge, Cognitive Skill, Interpersonal Skill, Numerical and IT Skill)
|
Five (5) Learning Outcomes |
Tourism and Hotel |
International Business |
Logistic Management |
Mean |
|
1. Moral and Ethics |
4.34 |
3.8 |
4.33 |
4.16 |
|
2. Knowledge |
3.8 |
3.6 |
4.07 |
3.82 |
|
3. Cognitive Skills |
4.5 |
3.8 |
4.02 |
4.10 |
|
4. Interpersonal Skills |
4.5 |
4.1 |
4.1 |
4.3 |
|
5. Numerical and Information Technology Skills |
4.23 |
4.2 |
4.43 |
4.29 |
|
Weighted Average |
4.27 |
3.9 |
4.19 |
4.13 |
|
ONESQA Learning |
|
|
|
|
|
1. Learner Person |
4.2 |
4.33 |
4.2 |
4.24 |
|
2. Co-creator |
4.2 |
3.7 |
4.2 |
4.03 |
|
3. Active Citizen |
3.97 |
4.2 |
4.33 |
4.17 |
|
Weighted Average |
4.12 |
4.08 |
4.24 |
4.14 |
|
21st Century and English Skills |
|
|
|
|
|
1. English Language |
3.92 |
4.1 |
4.13 |
4.05 |
|
2. Learning Skills and Innovation |
4.24 |
4 |
4.33 |
4.19 |
|
3. Media and Technology |
4.07 |
4 |
4.53 |
4.2 |
|
4. Skills in living and profession |
4.23 |
3.9 |
4.33 |
4.15 |
|
Weighted Average |
4.11 |
4 |
4.33 |
4.18 |
8.5 Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement.
Performance
The stakeholders of the Bachelor of Business Administration are monitored through various channels and mechanisms for improvement and benchmarking.
Process and Mechanism
For students who are currently studying, the program has established several ways to monitor their satisfaction level. This monitoring is essential to ensure the highest possible satisfaction while delivering the best quality of education, and at the same time, incorporating suggestions for improvement.
Students as a stakeholder
- First, students evaluate the teaching and learning processes of the courses enrolled through the MIS platform.
- Second, in case of any issues, the advisory system and the program head promptly address. The Line group serves as a platform for all graduate students within the Faculty to convene and organize their own activities upon the approval of the head and the faculty dean, allowing discussions on matters concerning the academic program and department, including grievances or dissatisfaction.
Employers and Internship Providers as stakeholders
Employer satisfaction with our students is continuously surveyed with assistance from the faculty. Each year, the Faculty of Business Administration solicit feedback and assessment of our students through the achievement of the learning outcomes. These stakeholders offer vital feedback to improve the internship programs of the program by aligning it with the needs of the industry. The inputs of these stakeholders fosters partnership and drives continuous improvement while the BBA Program is committed to provide relevant programs and highly impactful talents.
Alumni/Graduates as stakeholders
The BBA Program is dedicated and committed to incorporate the feedback from our graduates. The feedback is considered as vital for evaluating the effectiveness of the program and collecting enhancements for suggestions while ensuring relevance to industry needs. The insights of our alumni on employability and networking strengthens the reputation of the program and the university at large.
Evidence
Self-Assessment
| Requirements | Result | Score |
| 8.1 The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement. | / | 1 |
| 8.2 Employability as well as self-employment, entrepreneurship, and advancement to further studies, are shown to be established, monitored, and benchmarked for improvement. | / | 1 |
| 8.3 Research and creative work output and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement. | / | 1 |
| 8.4 Data are provided to show directly the achievement of the programme outcomes, which are established and monitored. | / | 1 |
| 8.5 Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement. | / | 1 |
| Overall | 5 | |