Criterion 6 – Student Support Services
Requirements for AUNQA Criterion 6
6.1 Student admission
The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.
Diagnostic questions
- How is student intake monitored and analysed?
- How are students selected?
- What policy is pursued with regard to the intake of students? Does it aim to increase the intake or to stabilise it? Why?
- What measures are taken to influence the quality and the size of the intake? What effect does these measures have?
- How does the programme take into account the level of achievement of entering students?
6.2 Service planning
Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service.
Diagnostic questions
- What are the academic support services? What are non-academic support services?
- What are the short-term and long-term plans of academic support services?
- What are the short-term and long-term plans of non-academic support services?
- What are the support services for teaching, research and community service?
- How are the sufficiency and quality of support services determined?
6.3 Student monitor
An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary.
Diagnostic questions
- Is the study load divided equally across and within each academic year? How is the credit hours calculated?
- What are the indicators used to monitor student progress and performance?
- Does the department have a monitoring system for recording study progress and following graduates? How does it work?
- How is the data of the monitoring system used?
- What is the corrective feedback? How is it provided?
6.4 Co-curricular activities
Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.
Diagnostic questions
- What are the co-curricular activities and student competition used?
- How do they improve learning experience or employability?
6.5 Service competences evaluation
The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.
Diagnostic questions
- Are the support staff members competent and qualified for their jobs?
- Are the competencies and expertise of the support staff adequate?
- How are the required competence of the support staff identified?
- Are the competence relevant to stakeholders’ needs?
- Are support staff members satisfied with their roles?
6.6 Service quality enhancement
Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.
Diagnostic questions
- What are the indicators used to monitor student progress and performance?
- Are students satisfied with the support services provided?
- How are the students support services evaluated?
- Is benchmarking used? How are the student support services enhanced?
Scoring for TRSU QA
| TRSU QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3-4 items | 5 items | 5 items + 6.6 |
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
6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.
The Faculty of Business Administration -Airline Business program admission plan, system, process and policy (Append 6.1.1) for undergraduate program complies to TRSU admission regulated by OHEC, MHESRI. The number of students accepted for the program is governed by the regulations of Authorized Accreditation organization. In academic year 2020-2023, the previous Airline Business program 2016 received approval to enroll 100 students per year, whereas in the current Airline Business program 2020, the amount of enroll student increased to 150 students per year.
In academic year 2020-2024, the requirements for program admission are (1) Thai students who have completed high school or grade 12 of any English program (2) be physically, spiritually, mentally healthy, no contagious diseases, color blindness, or deformity that will be the obstacle to study or perform nursing care on clients, and (3) meet the criteria of the OHEC and the admission regulation of TRSU.
The program admission criteria were revised to overcome challenges especially in the needs of employers when it comes to technological and soft skills like service-mindedness With the program admission criteria, a challenge was evidenced. In spite of learning achievement in theory courses, a student with aviation interest encountered limitation to provide service to passengers or consumers.
Therefore, in academic year 2020, the criterion of Modern Human Resource Management was added. Moreover, in academic year 2020, the program admission criteria were updated to increase opportunity for all potential students to enroll in the program. The program admission criteria were extended to Thai students who have completed high school or grade 12 of any program. The opportunity to apply for English class was offered to overseas high school students. The opportunity was also offered to students who possessed moral integrity and service mindedness for communities.
The student admissions announcement was operated by the Airline Business Program, TRSU Registrar Office and the OHEC to public through social medias nationwide, such as Website, Facebook, and LINE application. Additionally, the admission announcement was directly sent to every high school shared by the Marketing Department of the university.
The activities were launched to stimulate application, such as , open house, and Facebook live. The video clip and brochure of the Airline Business Program were updated every year depending upon the updated information about the program admission criteria and number of students as aforementioned. In addition, current Airline Business students and alumni contribute significantly to recruit potential students. (Append 6.1.2 : Admission in the TRSU Website)
Improvement: To increase the number of students, the Marketing Team reached out internationally going to China, Philippines, Myanmar and other neighboring countries to recruit students as shown in Append 6.1.1. pages 2-4.
6.2 Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service.
The TRSU -FBA Airline Business program has an Operational Budget Plan (Append 6.2.1 BU 8-12, 29 and 21) to provide academic support services including: (1) Information and Communication Technology for Student Services and the Management Information System (MIS), licensed software, e-learning, e-testing, and e-registration platforms; (2) Library and the learning portals are providing academic materials, research work of graduates, textbooks, journals, electronic journal databases, study rooms, conference rooms, and digital-library service; (3) STIC Wi-Fi supporting the entire campus, and (4) Computer laboratories providing computer usage and training. The non-academic support services include a man-made pond with manually operated mobile ducks, student dormitories, a football field, and a kiosk within the campus, health and wellness benefits, including accident insurance and swimming pool, badminton/basketball and volleyball courts), food centers, and bank service like the Khrung Thai Bank (KTB) ATM in front of the college,. (Append 6.2.2 : MIS, Online Portals)
Improvement: For this year the Airline Business program has signed and MOU (Append 6.2.3) with various Aviation Industries like Nok Air (in-progress) Bangkok Flight Service and Bangkok Aviation Center (for renewal) to aid our student’s needed facilities and equipment like fire drill area, aircraft door opening and closing, swimming, first-aid tool and other safety and security learning activities to develop their skills.
Full time lecturers joined the swimming lesson to ensure the students are well trained in their swimming skills. During evacuation our students were trained to save passengers prior to drowning.
6.3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary.
The TRSU Management Information System (MIS) is the university’s platform to monitor students’ study progress. The Faculty of Business Administration’s academic committee monitors students’ learning progress and performance via the MIS with the student’s own Username and Password. Students’ academic advisors are also able to use MIS as an integrated tool to systematically follow their students’ study progression, study load, and outcomes (Append 6.3.1) . The advisor can key in and record students’ progression and issues important to students’ learning experience and progression. Each advisor has 10-15 students as his/her advisee. In some cases, if students need to register less or more credits than designated in the study plan in any particular semester, they need permission from the advisor and approval from the Head of the Program.
The Academic Committee monitors student competency development as indicated in the PLOs together with students’ study load that is consistent with the credits of each course and aligned to the CLOs of the course (Append 6.3.2)The Academic Committee assesses and approves the course specification. The course coordinator is responsible for organizing the summary of student and give feedback (Append 6.3.4) on workload/assignments, hours of self- study, and the number of hours in the theoretical class/laboratory/practice in an airline/aviation setting, until the last day of each semester, (Append 6.3.3) : Academic Advising Timetable/. Report (Append 6.3.5)
6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.
The Faculty of Business Administration-Airline Business program sets-up an advisor – advisee system with the ratio of one academic staff (advisor): 10 – 15 students (advisee) starts from enrolling in the Airline Business program until the time they will be confirmed graduate. The adviser encouraged students to participate in the co-curricular activities designed for them, developed their confidence to compete local and international events and other services.
The Airline Business program has a plan to advise the students and records them on the system for follow-up (Append 6.4.1) to improve their learning experiences. Each lecturer is assigned with reasonable number of students on a scheduled date to hear from them issue, concerns, suggestions to improve the course and program and other related matters. Solutions were given by each adviser depending on the problem that was raised by each student.
During the Intensive English program, the students were motivated to participate in the TRSU Summer English Festival (Append 6.4.2) The program enrollees were welcomed through giving them game to play, intermission number to perform, quiz bee competition to join, single, duo and choral singing to compete, dance and other activities using English language. All the AB students participated in the TRSU Summer English Festival designed and organized by the IEP Committee. A program is arranged for them to showcase their potentials and also to improve their weak point(s) if there is any.
Every student who was receiving good advised remains connected with their advisee sharing a very good chemistry and relationship. Most students were satisfied with the program’s advising system as well as the activities and support services provided for their development. An advisor takes care of advisees throughout the students’ journey at the Airline Business Program, assist in their growth and development towards program learning outcomes (PLO), and facilitate and guide students to overcome challenges or obstacles.
The Airline Business program offers general education courses to lay the foundation and to nourish learners for the development of a human of their personality and be a worthy Thai citizens and active global citizen. The Year 4 students on their Term 2 in the subject Field Experience, they were deployed in different airline companies and they were visited to get updates on their progress and performance inside the company as well as get feedbacks from their supervisors facilitated by the lecturers in the program (Append 6.4.6)
Co-curriculum activities are also provided, aiming at instilling the students to develop the expected identities including (1) benefit of mankind and community service, (2) moral and an ethical behavior, (3) skills of the 21st century, such as learned person, co-creator, active global citizen, transformational leaders, very good English proficiency, and digitally competent. A meeting was called to every head of the program to discuss with the students the various activities that were planned and it has to be implemented for them (Append 6.4.3)
To nourish TRSU learners’ identity of being SMART engager, the University set the curriculum transcript (TOEIC-takers ) and extra-curricular activities as the requirement for graduation. The minimum total hours of 100 hours attending extra-curriculum is required, comprising of at least 40 hours required extra-curriculum activities, and at least 60 hours elective extra-curriculum activities. The details are as follows.
- Required extra-curriculum activities are set for each year, with the minimum of 40 hrs (Append 6.4.4) discussed by Dr. Alfredo C. Espejo – In-charge with the development activities for students.
Student Extra-curriculum activities 1st year student (Learner Awareness)
-Orientation and preparation for new students
- Wai Khru/Teacher’s day
- Rub Nong, STIC Prince and Princess Night, Sports Day, Moral and Ethics Camp
2nd year student (Community and Cultural Engagement)
- learning of community and society camp
- Study tour of the campus area and outside
- Fine Dining and Etiquette, Pin and Badge Ceremony
- Cultural Day
3rd year student (Global Discovery) – ASEAN Week
- International Day
- Sharing experience abroad
- Study tour abroad
4th year students (Job Orientation) – Entrepreneurial Skills “new businessman”
- Preparation for Airline Business career
- Post Internship Orientation Seminar, Seminar in Aviation Business
- Elective extra-curriculum activities that students may select to participate, according to their interested, of not less than 60 units of hours as follows.
- Raising public awareness and service through activities
- Strengthening honesty and discipline morality through activities
- enhancing intelligence, social skills, academic and professional skills through activities
- Promoting and developing health and recreation through activities
- Promoting arts, culture and religion through activities
- Promoting democracy and institutional pride through activities
To improve students’ learning experiences, the TRSU, and the Faculty of Business Administration allocate budget to support student club activities, for example, the project for student leadership development namely English Club, Music Club, International Dance Club, Toast Master Club and other recognized club under the Student Affairs Office. (Append 6.4.5 : Co-curricular Activities)
6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.
The Airline Business program is one of the programs with highest number of students, Academic manpower of support staff is discussed and planned internally upon the quantity of current workload duties considering student’s enrollment of each batch approximately 150 students with 5 full-time lecturers and 1 part-time lecturer. Although the number of students and teaching staff has not reached the target, the workloads on education, research and service per teaching staff are over the limit of which the competences of support staff are important for supporting academic staff and program’s services.
The criteria of hiring and recruitment depend on the necessary workload and support staff planning. The process of hiring, recruitment and selection are well- determined starting from the pronouncement of application, physical and written examination and onsite or online interview operated by the program committee. The scopes in onsite written examination are related to the potential and skill requirement of each available job. The results of written test are used to screen the applicants who will be interviewed. The selection is decided in the interview depending on the points using the evaluation criteria and the qualitative discussion among the committee members. The competencies of support staff are considered during the hiring, recruitment and selection. Each support staff has different competency evaluations matching to the position criteria.
For the job positioning, all support staff know their roles of work based on their standard operating procedures relevant to their competency required by the institution. The university gives additional training and academic improvement is available along the way. The meeting among academic staff and support staff is arranged before the end of each semester to gather and share the insights, experiences and challenged that they encounter in their academic assignments to determine and provide the solutions and suggestions for further improvement. Our program uses the University’s competency criteria for assessing the support staff including main and functional competencies which have been mentioned. The same central competencies are demonstrated for entire support staff but the functional competencies are different depend on positions as following details. They all know that their academic performances and accomplished responsibilities are evaluated using the competency and functional performances and by the Dean’s assessment The rubric system of competency evaluation is constructed by the program committee to standardize the evaluation and write down the essential need of support staff services of the department.
Table 2 Competency criteria of support staff
|
Central competency |
Functional competency* |
||||
|
2016 |
2016 to present |
2016 |
2020 to present |
||
|
1. Moral &Ethics |
1. Application of Manners |
1. Comprehension of the duty under one’s control |
7. Design/innovation skill |
1. Essential professional skills in accordance with job description |
7. Team work/Unity in diversity |
|
2. Teacher centered |
2. Self-progress |
2. Skill in duty |
8. Knowledge in curriculum |
2. Thirst of Knowledge ability |
8. Digital skill |
|
3. Individualism |
3. Oneness |
3. Mental ability |
9.Fluent Language skill |
3. Communication and Human Relation |
9. Language Proficiency skill |
|
4. Uniqueness & continuity of progress |
4. Profession know-how |
10. Knowledge in operation and network system |
4. Problem- solving and decision-making based |
10. Know-how in network system |
|
|
5. Develop for achievement |
5. Computer literacy skill |
11.Ability Installing system skill |
5. Innovative and decisive Creative thinking and Non-stop learning |
11. Hardware and software setting/Artificial Intelligence |
|
|
6. Awareness of duties |
12. Information literacy and security |
6. All round attention to detail |
12. Information security |
||
*Functional competencies per each support staff depending on their qualification and position.
In the old days, due to fulfilled competencies of support staff in selection process, there was no proper way to design the training needs of support staff. The entire academic staff was responsible for supporting staff’s training and development. Likewise supporting staff themselves could also propose the training they needed. When the training suitable for any supporting staff was available, the staffs were assigned to join as desirably. The notes of training were kept and summarize in report format and save in folder, When the AB program has joined in AUN-QA assessment format, the program determines the essential of training and development needs of support staff. To date, the training needs of support staff are proposed by individual support staff with respect to their competencies in annual Program seminar and the Human Resource Department (HRD) committee is delegated to be responsible for supporting staff’s training planning.
During meeting, major and minor training topics noted raised by academic and support staff is considered by the HRD. The appropriate training lists are decided considering job duties and competency requirement. The training plan is then recorded in online platform. When the training suitable for any supporting staff is available, they are assigned to attend as appropriate. In case that the supporting staff is interested in any training, the discussion and approval to attend the training is applied in accordance with the budgeting plans. The secretary of the Faculty and also the HR representative recording training topics, hours and places of supporting staff including were developed and recorded the activities. The training and development were evaluated among the assigned group consisting of academic staff and supporting staff. The knowledge and skills from training were shared to other academic and support staff in the meeting for update and echoing.
The academic performance management system includes motivation, assessment and feedback. The entire supporting staff is motivated to act as their competencies and job description and assessed every end of the semester using competency criteria to support education, research and services of AB program. The Head of Program go over, analyzed, and reviewed the results of assessment and provide the immediate feedback with confidentially and solicit for any problems and satisfactions on providing their services. The entire staff told that they are highly satisfied of their works. Mostly, they can voice out about their work and need in seminar which is held annually in Knowledge Management. The career development of the Airline Business program will be used as guideline for our supporting staff .The AB program committee always discuss the performance management of supporting staff during monthly program’s meeting. The entire support staff is requested to apply for higher professional position in their field. The top management has been supported to improve their teaching skills in training workshops and lectures to resident trainees and faculty members at various departments of the faculty to increase their recognition by the faculty. Support staff who receives the award or publication from their job responsibilities is announced and congratulated to express the recognition to other staff. The compensation of support staff has been raised desirably considering the performance evaluation. The rising base salary and incentive of support staff use the criteria of the Faculty and the Department which is in every year arrangement.
6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.
The University has to comply with the standards set by the government specifically the accrediting body of International colleges in Thailand. The criteria of institute accreditation provide a reference for the quantity and quality of supporting service for students, as follows:
-Development plan for support staff, including (1) Program management staff, (2) library staff, (3) educational technology staff, (4) Airline business learning resource staff/internship provider,(5) student development staff.
- Learning resources, including buildings and rooms, laboratory, audiovisual and technology tools and facilities, working space for staff, physical environment, health and safety environment and other related matters
- Airline Business Simulation room, laboratory for Food and Beverages, Aviation Safety with sufficient equipment and management services
- Textbooks, journals, and databases, to be sufficient, up-to-date and easy to access when the learners need them
The Faculty of Business Administration-Airline Business program provides learning support services for the students to comply with these requirements, therefore the Faculty of Business Administration is soon to be approved for international academic accreditation from accrediting body at the highest level of 5-year accreditation continuously. The student support services of Airline Business program are evaluated by the students and peer assessments. The carrying out of curricular activities performed by the support staff and those in connection between teaching-learning staff and students’ council as well as teaching and coaching performances of academic staff were also assessed by the students annually.
For extra-curricular activities on special lectures such as in Basic Research Methodology, Seminar in Aviation Business and Knowledge Management seminars and Digital Literacy workshop, annual were assessed by the participants. The evaluation scores of all activities were shown to be good and excellent. The students expressed the local and international engagement opportunity with lecturers helped to broaden their perspectives and experiences of working in domestic and international settings and worked to with global aviation issues along the way.
The required competencies and expertise of the support staffs are adequate with the evidence of high score of peer review on competencies and functional performance evaluation. Such competencies and expertise of the support staffs are backed up by the fulfillment and achievement of job roles and responsibilities. The entire support staff has also the opportunity to show and express their inner feeling and satisfaction every end of the semester when the feedback of competency and functional performance is conducted on one-to-one basis with the Dean, HR Department or Head of the Program. The support staff assessment process has been monitored by the AB program committee and secretariat every year for improvement.
The manual and online system for systematically recording the student support services in short- and long- term academic and non-academic activities are planned and monitored to continuously improve the best practice of the program for future benchmarking. In addition to the support to current students throughout the whole study periods, the Airline Business program also supports the alumnus/alumnae after receiving the degree for education and research. In the past, the communication or coordination was indirectly done between graduates and individual academic staff; however, recently it is systematically done, planned and carried out by the program to compliment the support services and other need matters.
Extra-curricular activities of the program to support our students both local and international have been deliberated in a meeting with the other programs and International Relations of Stamford University (IQAN) to identify the areas of improvement of our program in 2022. In this meeting, it was found out the similar challenges of academic support services in accordance with the higher education requirements. It was noted from this meeting that our Airline Business program requires to identify more channels to support the study scholarships to the students and planning to improve the quality of our students’ growth mind-set in the next semesters to come.
It is essential to consider that the support staff develops facilitates and helps the student’s potentials when they get need to excel and perform better in their academic endeavor. Previously, all students regardless of nationality were covered by Thailand health insurance especially during the pandemic. Nowadays, Thai health insurance (universal coverage scheme) covers only natural born Thais. For foreigner students, they need to avail their insurance on their own such as Bupa or AIA.
Based from the result of student’s support services which was rated an overall mean of 4.09 or highly satisfied last year and this year 2023 was rated an overall mean of 4.13 or highly satisfied (Append 6.6.1) the program has to still improve its existing services and look forward in developing and enhancing services to meet a very high satisfaction result from the students.
Based from the result of student’s support services which was rated an overall mean of 4.09 or highly satisfied last year and this year 2023 was rated an overall mean of 4.13 or highly satisfied (Append 6.6.1) the program has to still improve its existing services and look forward in developing and enhancing services to meet a very high satisfaction result from the students.
Evidence
Self-Assessment
| Requirements | Result | Score |
| 6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date. | / | 1 |
| 6.2 Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service. | / | 1 |
| 6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability. | / | |
| 6.3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary. | / | 1 |
| 6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services. | / | 1 |
| 6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement. | / | 1 |
| Overall | 5 | |