{"id":5603,"date":"2022-12-29T09:21:25","date_gmt":"2022-12-29T09:21:25","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=acc_report&p=5603"},"modified":"2024-06-20T22:51:33","modified_gmt":"2024-06-20T22:51:33","slug":"component-3-curriculum","status":"publish","type":"acc_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?acc_report=component-3-curriculum","title":{"rendered":"Criterion 3 – Teaching and Learning Approach"},"content":{"rendered":"\n
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AUNQA requirements for Criterion 3<\/h5><\/div>
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3.1 Guided by philosophy<\/h5><\/div>
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The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.<\/p>\n\n\n\n

Diagnostic questions<\/h5><\/div>
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  • Is an educational philosophy explicit and shared by all the teaching staff? What is it?<\/li>\n\n\n\n
  • What are teaching and learning activities that reflect the educational philosophy?<\/li>\n\n\n\n
  • Is the teaching provided by other departments (e.g. general courses) satisfactory? How is it evaluated?<\/li>\n\n\n\n
  • Are the teaching and learning methods used aligned with the ELOs?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
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    3.2 Responsible participation<\/h5><\/div>
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    The teaching and learning activities are shown to allow students to participate responsibly in the learning process.<\/p>\n\n\n\n

    Diagnostic questions<\/h5><\/div>
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    • Do the students participate with responsibilities in learning processes? In what teaching and learning activities?<\/li>\n\n\n\n
    • What are the students’ responsibilities in the teaching and learning activities?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
      3.3 Learning by action<\/h5><\/div>
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      The teaching and learning activities are shown to involve active learning by the students.<\/p>\n\n\n\n

      Diagnostic questions<\/h5><\/div>
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      • What are teaching activities used to promote learning by action or active learning? <\/li>\n\n\n\n
      • Is practical training a compulsory or optional part of the programme? <\/li>\n\n\n\n
      • Are the extent and result of practical training satisfactory?<\/li>\n\n\n\n
      • What benefits do employers and students gain from the practical training?<\/li>\n\n\n\n
      • How are students coached to do well in the practical training?<\/li>\n\n\n\n
      • How is the assessment for practical training done?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
        3.4 Life-long learning<\/h5><\/div>
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        The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning.<\/p>\n\n\n\n

        Diagnostic questions<\/h5><\/div>
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        • By what teaching and learning activities is a commitment to life-long learning instilled in students? <\/li>\n\n\n\n
        • How do the teaching activities enhance life-long learning?<\/li>\n\n\n\n
        • Do the chosen methods fit into the learning outcomes of the courses?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          3.5 Entrepreneurial mindset<\/h5><\/div>
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          The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.<\/p>\n\n\n\n

          Diagnostic questions<\/h5><\/div>
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          • What are teaching and learning activities used to inculcate in students entrepreneurial mindset?<\/li>\n\n\n\n
          • How do the teaching activities help students develop entrepreneurial mindset?<\/li>\n\n\n\n
          • Do the chosen methods fit into the learning outcomes of the courses?<\/li>\n\n\n\n
          • How is the assessment done?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
            3.6 Teaching and learning improvement<\/h5><\/div>
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            The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.<\/p>\n\n\n\n

            Diagnostic questions<\/h5><\/div>
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            • How is the teaching and learning approach evaluated? <\/li>\n\n\n\n
            • What is the procedure for evaluation and improvement of the teaching and learning approach?<\/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 items<\/td>5-6 items<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\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 3<\/strong><\/p>\n\n\n\n

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                  3.1 Philosophy guide<\/h5><\/div>
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                  The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.<\/p>\n\n\n\n

                  Program report<\/h5><\/div>
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                  The educational philosophy in a Bachelor of Accountancy program is typically stated and distributed to all participants, including students, teachers, staff, and outside partners. The program’s essential ideals, tenets, and objectives are represented by the educational philosophy, which also directs the development of the curriculum, instructional strategies, and the entire learning environment.<\/p>\n\n\n\n

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                  • The Bachelor of Accountancy program creates a shared knowledge of its mission, vision, and educational goals by clearly outlining the educational philosophy. This clarity aids all parties, but particularly students, in comprehending the goals of the program and what they can anticipate from their academic path.<\/li>\n\n\n\n
                  • By communicating the educational philosophy, all stakeholders are guaranteed to be in agreement with the objectives and tenets of the program. It aids in coordinating the expectations of faculty, staff, students, and outside partners, establishing a feeling of community and teamwork.<\/li>\n\n\n\n
                  • The educational philosophy offers a framework for curriculum development, which is guidance for curriculum development. It covers the main subject areas, abilities, and competencies that students should pick up while they are studying. It directs the choice of classes, teaching techniques, and assessment plans to make sure they complement the program’s philosophy.<\/li>\n\n\n\n
                  • The teaching and learning strategies used within the program are influenced by the educational philosophy. It may place a strong emphasis on problem-solving, critical thinking, experiential learning, or other pedagogical strategies. Faculty members can match their instructional practices with the goals of the program and establish a unified learning environment by expressing the educational philosophy.<\/li>\n\n\n\n
                  • For the objectives of external recognition and accreditation, it is crucial to articulate the educational philosophy clearly. The program’s compliance with educational standards and its capacity to meet the demands of students and the profession are evaluated by accrediting authorities and external stakeholders. The program’s dedication to high standards of instruction is demonstrated by its clearly expressed educational philosophy.<\/li>\n\n\n\n
                  • At STIC, Bachelor of Accountancy programs may employ a variety of media, including program handbooks, websites, orientation sessions, faculty meetings, and advisory board meetings, to successfully communicate their educational philosophy. To ensure that the philosophy remains applicable and successful in attaining the program’s objectives, it should be reviewed on a regular basis.<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n
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                    3.2 Learning participation<\/h5><\/div>
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                    The teaching and learning activities are shown to allow students to participate responsibly in the learning process.<\/p>\n\n\n\n

                    Program report<\/h5><\/div>
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                    B.ACC Students actively participated in the learning management process. Here are some ways in which students can engage and contribute to their own learning:<\/p>\n\n\n\n