{"id":5602,"date":"2022-12-29T08:34:31","date_gmt":"2022-12-29T08:34:31","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=acc_report&p=5602"},"modified":"2024-06-21T09:33:17","modified_gmt":"2024-06-21T09:33:17","slug":"component-2-learning-outcomes","status":"publish","type":"acc_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?acc_report=component-2-learning-outcomes","title":{"rendered":"Criterion 2 – Programme Structure and Content"},"content":{"rendered":"\n

Criterion 2 – Programme Structure and Content<\/strong><\/p>\n\n\n\n

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AUNQA requirements for Criterion 2<\/h5><\/div>
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2.1 Transparency<\/h5><\/div>
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The specifications of the programme <\/em>and all its courses<\/em> are shown to be comprehensive, up-to-date<\/em>, and made available and communicated to all Stakeholders<\/em>.<\/p>\n\n\n\n

Diagnostic questions<\/h5><\/div>
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  • How are the expected learning outcomes translated into the programme and courses?<\/li>\n\n\n\n
  • What information is documented in the programme and course specifications?<\/li>\n\n\n\n
  • How are their contents made up-to-date and comprehensive?<\/li>\n\n\n\n
  • What is the process for reviewing the programme and courses specifications?<\/li>\n\n\n\n
  • How are the programme specifications published and made available (or known) to stakeholders?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
    2.2 Alignment to learning outcomes<\/h5><\/div>
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    The design of the curriculum<\/em> is shown to be constructively aligned <\/em>with achieving the expected learning outcomes<\/em>.<\/p>\n\n\n\n

    Diagnostic questions<\/h5><\/div>
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    • Do the contents of the programme reflect the ELOs?<\/li>\n\n\n\n
    • How are teaching and learning methods and student assessment selected to align with achieving the ELOs?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
      2.3 Stakeholders’ input<\/h5><\/div>
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      The design of the <\/strong>curriculum<\/em> is shown to include feedback from stakeholders<\/em>, especially external<\/em> stakeholders<\/em>.<\/p>\n\n\n\n

      Diagnostic questions<\/h5><\/div>
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      • What are the roles of the stakeholders in the design of the curriculum?<\/li>\n\n\n\n
      • What are external stakeholders’ feedback related to the curriculum?<\/li>\n\n\n\n
      • How are the feedback incorporated in designing the curriculum?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
        2.4 Course contribution<\/h5><\/div>
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        The contribution <\/em>made by each course<\/em> in achieving the expected learning outcomes<\/em> is shown to be clear.<\/p>\n\n\n\n

        Diagnostic questions<\/h5><\/div>
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        • Does the content of each courses reflect the expected learning outcomes?<\/li>\n\n\n\n
        • How are the expected LOs allocated to the courses? <\/li>\n\n\n\n
        • How do the CLOs of each courses contribute to achieving PLOs?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          2.5 Courses progression<\/h5><\/div>
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          The curriculum<\/em> is required to show that all its courses are logically structured, properly sequenced<\/em> (progression from basic to intermediate to specialized courses), and are integrated<\/em>.<\/p>\n\n\n\n

          Diagnostic questions<\/h5><\/div>
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          • How are the courses logically structured and sequenced (progression from basic to advanced courses)? <\/li>\n\n\n\n
          • How are the courses integrated?<\/li>\n\n\n\n
          • Is there a logical relationship among the basic courses, intermediate courses and advanced courses? What is it? <\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
            2.6 Curriculum options<\/h5><\/div>
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            The curriculum<\/em> is shown to have option(s)<\/em> for students to pursue major<\/em> and\/or minor<\/em> specializations<\/em>.<\/p>\n\n\n\n

            Diagnostic questions<\/h5><\/div>
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            • How does the programme offer major and minor specialisations?<\/li>\n\n\n\n
            • Is there a proper balance between the specific and general courses? <\/li>\n\n\n\n
            • What is the explanation for the programme structure? <\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
              2.7 Curriculum review and improvement<\/h5><\/div>
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              The program<\/em>me and its curriculum is reviewed periodically<\/em> following an established procedure <\/em>and that it remains up-to-date and relevant <\/em>to industry.<\/p>\n\n\n\n

              Diagnostic questions<\/h5><\/div>
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              • What is the procedure for periodical review of the curriculum? <\/li>\n\n\n\n
              • How are the programme and courses evaluated? Is the evaluation systematic?<\/li>\n\n\n\n
              • How are the academic staff and students involved in evaluating the curriculum and courses?<\/li>\n\n\n\n
              • How are the programme and curriculum revised to remain up-to-date and industrial relevant? Is the external stakeholders involved?<\/li>\n\n\n\n
              • Is benchmarking used in the review and revision of the curriculum? What benchmark?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
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                Scoring for TRSU QA<\/h5><\/div>
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                TRSU-QA score<\/td>1<\/td>2<\/td>3<\/td>4<\/td>5<\/td><\/tr>
                Items showing
                QA practice<\/td>                		1 item<\/td>2 items<\/td>3 items<\/td>4-5 items<\/td>6-7 items<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n
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                AUNQA scoring rubrics<\/h5><\/div>
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                A seven-point rating scale used for AUNQA assessment<\/em> is described below.<\/p>\n\n\n\n

                1. Absolutely inadequate<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion<\/em> is not implemented<\/strong><\/em>. 
                There are no<\/em><\/strong> plans<\/strong>, documents, evidences or results<\/strong><\/em> available. 
                Immediate improvement must be made.<\/p>\n<\/div><\/div>\n\n\n\n

                2. Inadequate and improvement is necessary<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is <\/em>still at its planning stage<\/em> or is inadequate<\/em> where improvement is necessary. 
                There is little <\/em><\/strong>document <\/strong><\/em>or evidence<\/strong> <\/em>available. 
                Performance<\/strong> of the QA practice<\/em> shows little or poor results<\/em><\/strong>.<\/p>\n<\/div><\/div>\n\n\n\n

                3. Inadequate but minor improvement will make it adequate<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is defined and implemented <\/em>but minor improvement is needed to fully meet them. Documents are available but no clear evidence<\/em> to support that they have been fully used. Performance<\/em> of the QA practice shows inconsistent or some results<\/em>.<\/p>\n<\/div><\/div>\n\n\n\n

                4. Adequate as expected<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is adequate<\/em> and evidences support <\/em>that it has been fully implemented<\/em>. Performance<\/em> of the QA practice shows consistent results <\/em>as expected.<\/p>\n<\/div><\/div>\n\n\n\n

                5. Better than adequate<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is better than adequate<\/em>. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.<\/p>\n<\/div><\/div>\n\n\n\n

                6. Example of best practice<\/h5><\/div>
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                The QA practice<\/em><\/strong> to fulfil the criterion is considered to be example of best practices<\/em> in the field. Evidences support that it has been effectively implemented<\/em>. 
                Performance of QA practice shows very good results and positive improvement trend<\/em>.<\/p>\n<\/div><\/div>\n\n\n\n

                7. Excellent (example of world-class or leading practice)<\/h5><\/div>
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                The QA practice<\/em><\/strong> 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.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n

                How to write a response to the criterion requirements<\/h5><\/div>
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                • The response should describe a QA practice<\/em><\/strong> that the program do to fulfil the criterion<\/em><\/strong>. The QA may be a PDCA (plan-do-check-act) process to ensure the quality, and include documentation, evidence and result of the implementation. <\/li>\n\n\n\n
                • The response should illustrate <\/em><\/strong>clearly what<\/em><\/strong> the QA mechanisms <\/strong>or instruments<\/strong><\/em> are<\/em><\/strong>; when, where, by who, and how<\/em><\/strong> they are implemented<\/em> and managed to fulfil the criteria.<\/li>\n\n\n\n
                • The response should identify <\/em><\/strong>and<\/em> evaluate problems<\/em><\/strong> or issues that are not addressed, and indicate how the problems will be dealt with. The diagnostic questions<\/em><\/strong> in each of the criterion requirements may help identify the problems.<\/li>\n\n\n\n
                • To be concise and factual, the response should focus on information<\/em><\/strong> or data <\/em><\/strong>(or objective evidence<\/em><\/strong>) that directly <\/strong><\/em>addresses the criteria<\/em><\/strong>, and provide trends<\/em><\/strong> and statistics<\/em><\/strong> to show achievement<\/em><\/strong> and performance<\/strong><\/em>.<\/li>\n<\/ul>\n\n\n\n
                  How the QA practice fulfil the criterion<\/h5><\/div>
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                  Quality assurance practice<\/strong><\/em> should have QA plan<\/em><\/strong> that evaluates and may modify organization’s procedures to ensure that they provide the desired results<\/em>. It includes documentation for the planning, implementation <\/em>and assessment procedures<\/em> 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.<\/p>\n\n\n\n

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                  • What procedure does the program use to formulate the expected learning outcomes? <\/li>\n\n\n\n
                  • Is a learning taxonomy used to write the statement of LOs? What taxonomy and how is it used? <\/li>\n\n\n\n
                  • Is the taxonomy used for program or course learning outcomes, or both? Why?<\/li>\n\n\n\n
                  • 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)?<\/li>\n\n\n\n
                  • What is the process used to ensure that the quality objectives are met?<\/li>\n\n\n\n
                  • What is a method used to measure the achievement of the quality objectives? <\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

                    Report of the QA practice to fulfil Criterion 2<\/strong><\/p>\n\n\n\n

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                    2.1 Transparency<\/em>: Program and course specifications<\/em> are comprehensive, up-to-date<\/em> and communicated to SHs.<\/em><\/h5><\/div>
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                    The specifications of the programme <\/em>and all its courses<\/em> are shown to be comprehensive, up-to-date<\/em>, and made available and communicated to all Stakeholders<\/em>.<\/p>\n\n\n\n

                    Program report<\/h5><\/div>
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                    The Bachelor of Accountancy at St. Theresa International College is “Aiming to produce graduates in accounting with knowledge, competence, and ethics of professional accountants”, the philosophy of The curriculum is in line with the college philosophy. Where stakeholders can find information Courses can be obtained from many channels such as the website of the Faculty of Business Administration.<\/p>\n\n\n\n

                    The Bachelor of Accounting Program has established a learning and teaching strategy that achieves goals expected Learning Outcomes at the curriculum level, follow the curriculum philosophy. which the expected learning outcomes and work Achieving the goal at the course level will be contained in Course Requirements In which the instructor will specify a clear teaching method in TQF.3<\/p>\n\n\n\n

                    Category No. 3 Development of student learning outcomes, taking into account the expected learning outcomes and improving according to student suggestions in line with the College’s educational philosophy with a focus on teaching learners are important so that learners are awake and want to learn, ready to receive new knowledge, promote learning from real experience there is an educational process and exchange knowledge together and practice lifelong knowledge.<\/p>\n\n\n\n

                    The course focuses on teaching activities To bring about knowledge (knowledge), skills (skills), attitude (attitudes) Competence, which appears in TQF.3 TQF.5<\/p>\n\n\n\n

                    Graduate Program Aiming to produce quality graduates with knowledgeable Academics and Professional skills able to bring knowledge to develop the potential of all sectors due to account.<\/p>\n\n\n\n

                    It is a profession that must comply with the ethics of professional accountants. curriculum development<\/p>\n\n\n\n

                    Therefore, morality, ethics and professional ethics must be taken into account. paying attention to the impact on the interest.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

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                    2.2 Curriculum alignment<\/em>: Curriculum is constructively aligned to achieving ELOs.<\/em> <\/h5><\/div>
                    <\/span><\/div><\/div>
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                    The design of the curriculum<\/em> is shown to be constructively aligned <\/em>with achieving the expected learning outcomes<\/em>.<\/p>\n\n\n\n

                    Program report<\/h5><\/div>
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                    The courses are designed and formulated based on the expected learning outcomes. Outcomes are based on how well the courses are performing to achieve the institutional goals.<\/p>\n\n\n\n

                    Performance:<\/em><\/span><\/strong><\/p>\n\n\n\n

                    1. Accounting Seminar subject is about learning through doing The project is teaching and learning that focuses on students.<\/p>\n\n\n\n

                    Practice the process of making a project from setting up and determining the topic of the project, searching project information and related knowledge Project proposal writing project planning Project implementation or project development project book writing, and presentation Both oral and poster projects to provide students with knowledge and skills in work on projects and be able to further develop innovations at the same time help the community to develop Improve community business to be more efficient, such as giving The students went to the area to meet with the community.<\/p>\n\n\n\n

                    Discuss problems with the community about accounting records and then design\/improve accounting records. presented to the lecturer an accounting project to carry out the design\/improvement of accounting records for the community, This activity puts students into practice and helps to solve problems\/improve their performance.<\/p>\n\n\n\n

                    Seminars and discussions are teaching and learning that focuses on students to practice. communication skills through presenting interesting and up-to-date topics related to the course that students studying through questioning, expressing opinions and drawing conclusions from the issues discussed by leaders seminar organizers and seminar participants, enabling students to exchange knowledge Know how to accept different opinions and encourage creativity.<\/p>\n\n\n\n

                    Knowledge issues that have been applied to the creation of innovation increase professional expertise. <\/p>\n\n\n\n

                    Study tour:<\/em><\/span><\/strong><\/p>\n\n\n\n

                    Instructor Bringing students to study field trips in the work area Real or professional interest entities to which students can bring knowledge and experience obtained from study visits for self-development Used to make decisions in choosing business council and prepare for the next internship Improved community account records.<\/p>\n\n\n\n

                    The five primary domains of morality and ethics, knowledge and understanding, cognitive and interpersonal abilities, and numerical and information literacy skills constitute the foundation for the course learning outcomes. The Program Learning Outcomes (PLO) and the Course Learning Outcomes (CLO) are aligned by the manner the CLOs are framed. When creating their lesson plans, program instructors make sure that the CLOs and the course learning objectives are linked. This is how the curriculum’s design complied with the anticipated learning outcomes.<\/p>\n\n\n\n

                    The main goals of PLOs and CLOs are to help students become more effective speakers, problem-solvers, and thinkers. Their teaching methods are altered in accordance with the student’s competence level to enhance the student’s abilities in all areas. The summative and formative assessment methods are used to evaluate and enhance their skills. To gather the perspectives of stakeholders and goals for the courses, the academic staff and teachers developed solid connections with them. Learners complete an online course evaluation survey each semester. The course coordinator looks over this input and data to update the CLOs and PLOs.<\/p>\n\n\n\n

                    to update the CLOs and PLOs.<\/p>\n\n\n\n

                    A student who graduates with a major in accounting should be able to:<\/span><\/em><\/strong><\/p>\n\n\n\n

                    PLO 1 Core Knowledge and Skills: <\/strong><\/p>\n\n\n\n