{"id":5613,"date":"2023-01-04T02:21:50","date_gmt":"2023-01-04T02:21:50","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=acc_report&p=5613"},"modified":"2024-06-20T23:03:19","modified_gmt":"2024-06-20T23:03:19","slug":"component-5-evaluation-assessment","status":"publish","type":"acc_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?acc_report=component-5-evaluation-assessment","title":{"rendered":"Criterion 5 – Academic Staff"},"content":{"rendered":"\n

Criterion 5 – Academic Staff<\/strong><\/p>\n\n\n\n

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AUNQA requirements for Criterion 5<\/h5><\/div>
<\/span><\/div><\/div>
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TRSU QA uses each of the AUNQA criterion requirements below to assess the relevant QA practice of a program. <\/p>\n\n\n\n

5.1 Planning for the needs<\/h5><\/div>
<\/span><\/div><\/div>
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The academic staff planning (including succession, promotion, redeployment, 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.<\/p>\n\n\n\n

Diagnostic questions<\/h5><\/div>
<\/span><\/div><\/div>
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    \n
  • How is manpower planning for the academic staff carried out?<\/li>\n\n\n\n
  • Are recruitment and promotion criteria of the academic staff established? What are they?<\/li>\n\n\n\n
  • What is the succession plan for key appointment holders?<\/li>\n\n\n\n
  • What are the challenges that the university meet or encounter with regards to human resource, such as age distribution, difficulties in filling vacancies or in attracting qualified academic staff? How does the university handle these challenges?<\/li>\n\n\n\n
  • What policy is pursued with regard to the employment of academic staff, both in teaching and research?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
    5.2 Workload monitor<\/h5><\/div>
    <\/span><\/div><\/div>
    \n

    The staff workload is measured and monitored to improve the quality of education, research, and service.<\/p>\n\n\n\n

    Diagnostic questions<\/h5><\/div>
    <\/span><\/div><\/div>
    \n
      \n
    • Is the staff-to-student ratio satisfactory?<\/li>\n\n\n\n
    • How are workload defined, measured and monitored?<\/li>\n\n\n\n
    • Are academic staff members satisfied with the teaching load?<\/li>\n\n\n\n
    • Is a policy in place with regard to involvement in seminars, supervision of final papers, practical training, or internship?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
      5.3 Competence evaluation<\/h5><\/div>
      <\/span><\/div><\/div>
      \n

      The competences of the academic staff are determined, evaluated, and communicated.<\/p>\n\n\n\n

      \n
      Diagnostic questions<\/h5><\/div>
      <\/span><\/div><\/div>
      \n
        \n
      • Are academic staff members competent and qualified for their jobs? How are they evaluated?<\/li>\n\n\n\n
      • Are the competencies and expertise of the academic staff adequate for delivering the programme? How are they evaluated?<\/li>\n\n\n\n
      • How many Master\u2019s and PhD degree holders are there among the academic staff?<\/li>\n\n\n\n
      • What types of research activities are carried out by academic staff? <\/li>\n\n\n\n
      • What are the competences needed for the research? How are they evaluated?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
        5.4 Right job for a person<\/h5><\/div>
        <\/span><\/div><\/div>
        \n

        The duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.<\/p>\n\n\n\n

        \n
        Diagnostic questions<\/h5><\/div>
        <\/span><\/div><\/div>
        \n
          \n
        • Are the academic duties allocated appropriate to qualifications, experience and aptitude?<\/li>\n\n\n\n
        • 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?<\/li>\n\n\n\n
        • Is conscious effort made to involve professors in mentoring and\/or training the junior or new academic staff?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          5.5 Merit system<\/h5><\/div>
          <\/span><\/div><\/div>
          \n

          The academic staff is based on a merit system which accounts for teaching, research, and service.<\/p>\n\n\n\n

          \n
          Diagnostic questions<\/h5><\/div>
          <\/span><\/div><\/div>
          \n
            \n
          • How is the merit system implemented?<\/li>\n\n\n\n
          • What are the promotion criteria for the academic staff? Are they based on the merit system?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
            5.6 Roles and accountability<\/h5><\/div>
            <\/span><\/div><\/div>
            \n

            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.<\/p>\n\n\n\n

            \n
            Diagnostic questions<\/h5><\/div>
            <\/span><\/div><\/div>
            \n
              \n
            • What is the accountability of the academic staff in terms of roles, responsibilities, academic freedom, and professional ethics? <\/li>\n\n\n\n
            • How is it demonstrated by the academic staff?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
              5.7 Training and development<\/h5><\/div>
              <\/span><\/div><\/div>
              \n

              The training and developmental needs of the academic staff are systematically identified, and appropriate training and development activities are implemented to fulfill the identified needs.<\/p>\n\n\n\n

              \n
              Diagnostic questions<\/h5><\/div>
              <\/span><\/div><\/div>
              \n
                \n
              • What are the training and development processes and plans? How are the training needs identified?<\/li>\n\n\n\n
              • Is there a system to develop strategic and technical competencies of the academic staff?<\/li>\n\n\n\n
              • What are the training hours and number of training places for the academic staff per year?<\/li>\n\n\n\n
              • Do the training and development plans reflect the university and faculty mission and objectives?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
                5.8 Performance and rewards<\/h5><\/div>
                <\/span><\/div><\/div>
                \n

                The performance management including reward and recognition is implemented to assess academic staff teaching and research quality.<\/p>\n\n\n\n

                \n
                Diagnostic questions<\/h5><\/div>
                <\/span><\/div><\/div>
                \n
                  \n
                • Is there a performance management system? How is it carried out?<\/li>\n\n\n\n
                • How are the teaching and research quality of the academic staff assessed?<\/li>\n\n\n\n
                • How is the reward and recognition implemented? What are performance criteria for the reward?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
                  Scoring for TRSU QA<\/h5><\/div>
                  <\/span><\/div><\/div>
                  \n
                  TRSU-QA score<\/td>1<\/td>2<\/td>3<\/td>4<\/td>5<\/td><\/tr>
                  Items showing
                  QA practice<\/td>                  		1 items<\/td>2-3 items<\/td>4-5 items<\/td>6-7 items<\/td>8 items<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n
                  \n
                  AUNQA scoring rubrics<\/h5><\/div>
                  <\/span><\/div><\/div>
                  \n

                  A seven-point rating scale used for AUNQA assessment<\/em> is described below.<\/p>\n\n\n\n

                  1. Absolutely inadequate<\/h5><\/div>
                  <\/span><\/div><\/div>
                  \n

                  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>
                  <\/span><\/div><\/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>
                  <\/span><\/div><\/div>
                  \n

                  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>
                  <\/span><\/div><\/div>
                  \n

                  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>
                  <\/span><\/div><\/div>
                  \n

                  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>
                  <\/span><\/div><\/div>
                  \n

                  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>
                  <\/span><\/div><\/div>
                  \n

                  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>
                  <\/span><\/div><\/div>
                  \n
                    \n
                  • 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>
                    <\/span><\/div><\/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

                      \n
                    • 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 on QA practice to fulfil Criterion 5<\/strong><\/p>\n\n\n\n

                      \n
                      5.1 Planning for the needs<\/h5><\/div>
                      <\/span><\/div><\/div>
                      \n

                      The programme is required to show that academic staff planning is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service. (Planning includes succession, promotion, re-deployment, termination, and retirement plans.)<\/p>\n\n\n\n

                      Program report<\/h5><\/div>
                      <\/span><\/div><\/div>
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                      In a Bachelor of Accountancy program, ensuring the quality and quantity of academic staff is crucial. But STIC Human resource department is skilled in the sense of hiring international Lecturers to conduct the programs.  <\/p>\n\n\n\n

                      A detailed plan was made and shared with the lecturers in the department during the first lecturer\u2019s meeting of the academic year on the responsibilities of each lecturer and the tasks to be completed. The lecturers followed the plan and gave their best to complete it.<\/p>\n\n\n\n

                      Lecturers are competent with the new technology and such as using Google classroom, Digital whiteboard instead of chalkboard. Adopting new policies and changes of  TQF3, TQF5, Exam question papers, and Blueprints were discussed with the lecturers.<\/p>\n\n\n\n

                      Several internal meetings and seminars were conducted during the course of the academic year to restore and guide the lecturers to work towards achieving the academic plan.<\/p>\n\n\n\n

                      A Workshop on \u201cThe Academic title workshop for the Academic Staff\u201d was conducted separately for Thai national and International lecturers to help them in the process of acquiring academic titles.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

                      \n
                      5.2 Workload monitor<\/h5><\/div>
                      <\/span><\/div><\/div>
                      \n

                      The programme is required to show that staff workload is measured and monitored to improve the quality of education, research, and service.<\/p>\n\n\n\n

                      Program report<\/h5><\/div>
                      <\/span><\/div><\/div>
                      \n

                      Effective workload management is crucial for maintaining a healthy work-life balance, ensuring productivity, and delivering high-quality outcomes.<\/p>\n\n\n\n

                      allocated workloads examining the fairness and transparency of workload distribution, ensuring that tasks were assigned equitably based on staff expertise and capacity. It also considered whether workload allocation took into account individual strengths, professional development goals, and the overall balance of responsibilities. This ensured that staff members were not overwhelmed or underutilized, resulting in improved work quality as individuals could focus on their assigned responsibilities effectively.<\/p>\n\n\n\n

                      staff\u2019s workload is shared with them before the commencement of each semester by allocating the classes and time sufficient for the completion of the teaching plan mentioned in the TQF3. <\/p>\n\n\n\n

                      Workloads are allocated to each lecturer based on subject, feedback and evaluation from the students in TQF5. This proactive approach enhanced work quality by enabling timely adjustments and ensuring that staff members had the necessary support and resources to meet their responsibilities.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

                      \n
                      5.3 Competence evaluation<\/h5><\/div>
                      <\/span><\/div><\/div>
                      \n

                      The programme is required to show that the competences of the academic staff are determined, evaluated, and communicated.<\/p>\n\n\n\n

                      Program report<\/h5><\/div>
                      <\/span><\/div><\/div>
                      \n

                      Competencies consist of as follows:<\/p>\n\n\n\n

                        \n
                      • A competency consists of one or more skills whose mastery would enable the attainment of the competency.<\/li>\n\n\n\n
                      • A competency is linked to all three of the domains under which performance can be assessed: knowledge, skills and attitude.<\/li>\n\n\n\n
                      • Possessing a performance dimension, competencies are observable and demonstrable.<\/li>\n\n\n\n
                      • Since competencies are observable, they are also measurable. It is possible to assess a competency from a teacher\u2019s performance.<\/li>\n<\/ul>\n\n\n\n

                        For delivering high-quality lectures to the students, the lecturers are asked to prepare a teaching plan and assessment plan that aligns with the course and program learning outcomes. These teaching and assessment plans are reviewed by the Head of the Accounting major and feedback is given to the staff member in a timely manner so that the lecturer makes changes and plans according to the requirements of the reviewer.<\/p>\n\n\n\n

                        midterm and final exam questions are to be submitted for review on time to scrutinize by at least three reviewers so that the lecturer amends the questions to be competent and make the students use their cognitive skills.<\/p>\n\n\n\n

                        In each department, lecturers are identified to do research for the academic year and are informed to do their research in the field of expertise. The lecturers have also done their research and have published articles in reputed journals which are indexed in Scopus.<\/p>\n\n\n\n

                        At the end of the year, each faculty is submitting a performance appraisal report to the human resources department of the college which includes accomplishments, personal goals for the next year, and improvement plans. This helps the staff members to evaluate themselves and do the needful to achieve the goals.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

                        \n
                        5.4 Right job for a person<\/h5><\/div>
                        <\/span><\/div><\/div>
                        \n

                        The programme is required to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.<\/p>\n\n\n\n

                        Program report<\/h5><\/div>
                        <\/span><\/div><\/div>
                        \n

                        It’s difficult to state that there is an appropriate number of academic staff members to effectively deliver quality education, conduct research, and fulfill administrative responsibilities. The duties of the academic staff are allocated appropriately based on their educational background, their areas of expertise, and the personal choices made by the lecturers.<\/p>\n\n\n\n

                        A plan regarding teaching-research-and academic title-oriented duties were allocated to the lecturers is done during the start of the academic year and was discussed in the department meetings. The staff were monitored and regular updates were discussed in the subsequent department meetings so that the lecturers were meeting the timelines to do their duties.<\/p>\n\n\n\n

                        The appropriate allocation of duties resulted in increased productivity and efficiency among academic staff members. By aligning workload with individual competencies, staff members were able to focus on their areas of expertise, leading to improved teaching quality, research outcomes, and administrative effectiveness.<\/p>\n\n\n\n

                        Moving forward, the department should continue to monitor staff quantity and workload allocation, considering factors such as program growth, emerging needs, and evolving industry requirements. Regular reviews and adjustments will help maintain the appropriateness of staff quantity and workload allocation, ensuring continued success in delivering quality education and achieving program objectives.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

                        \n
                        5.5 Merit system<\/h5><\/div>
                        <\/span><\/div><\/div>
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                        The academic staff is based on a merit system which accounts for teaching, research, and service.<\/p>\n\n\n\n

                        \n

                        Program report<\/h4><\/div>
                        <\/span><\/div><\/div>
                        \n

                        Each faculty member is required to submit an annual performance appraisal report to the college\u2019s human resources department. This report encompasses their achievements, personal goals for the upcoming year, and improvement plans. This process enables staff members to assess their own performance and take necessary actions to achieve their goals. Based on the performance appraisal report and subsequent review of it the staff member\u2019s contract is renewed for the next academic year.<\/p>\n<\/div><\/div>\n<\/div>\n<\/div><\/div>\n<\/div>\n\n\n

                        ……<\/p>\n\n\n

                        \n
                        5.6 Roles and accountability<\/h5><\/div>
                        <\/span><\/div><\/div>
                        \n

                        The programme is required 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.<\/p>\n\n\n\n

                        \n
                        Program report<\/h5><\/div>
                        <\/span><\/div><\/div>
                        \n

                        This ensures that all staff members understand their roles and can fulfill their responsibilities effectively.<\/p>\n\n\n\n

                        The presence of written documentation, such as employment contracts, and staff handbooks outlines the duties and responsibilities of academic staff members.<\/p>\n\n\n\n

                        Newly recruited lecturer in the Accounting department is given orientation on the day of joining the institution by the Head of the department about their roles, duties and responsibilities so that the new lecturer comprehensively understands and follow it. Regular department meetings are conducted throughout the academic year to communicate the same to all the staff members. Emails are also sent to individual staff members as a reminder to do the duties allocated to the staff members. These reminders help the staff to complete their work within the time period.<\/p>\n<\/div><\/div>\n<\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

                        \n
                        5.7 Training and development<\/h5><\/div>
                        <\/span><\/div><\/div>
                        \n

                        The programme is required 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.<\/p>\n\n\n\n

                        \n
                        Program report<\/h5><\/div>
                        <\/span><\/div><\/div>
                        \n

                        Systematically identifying and addressing these needs ensures that staff members have the necessary skills, knowledge, and competencies to meet the demands of their roles effectively.<\/p>\n\n\n\n

                        The department gathers data, including surveys, performance reviews, self-evaluations, and future growth plans, to determine the academic staffs’ needs for training and development. The department offers facilities for teachers to continue their higher education on a part-time basis and advises them to obtain a doctorate.<\/p>\n\n\n\n

                        The department has also committed monies to develop teachers\u2019 academic and professional capabilities in accordance with the institution\u2019s objective.(KM, IT, Research, and Quality Assurance)<\/p>\n\n\n\n

                        Each semester, a knowledge management (KM) presentation is held to help lecturers develop their skills in learning new teaching techniques and share their knowledge and teaching techniques with other departments and faculties.<\/p>\n\n\n\n

                        The department has demonstrated a dedication to carefully assessing and tying program requirements with the training and development needs of academic staff. By carrying out continual evaluations and improvements, the department can further develop its procedures and promote a culture of continuous learning and professional growth among its academic staff.<\/p>\n<\/div><\/div>\n<\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

                        \n
                        5.8 Performance and rewards<\/h5><\/div>
                        <\/span><\/div><\/div>
                        \n

                        The programme is required to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality.<\/p>\n\n\n\n

                        \n
                        Program report<\/h5><\/div>
                        <\/span><\/div><\/div>
                        \n

                        By incorporating performance assessment into program management for accounting lecturers, the Bachelor of Accountancy program can ensure that lecturers are meeting the expectations of their roles. It promotes continuous improvement, professional growth, and the delivery of high-quality education to students.<\/p>\n\n\n\n

                        At the end of the term, the lecturer is evaluated by students. This evaluation tool is built in the TQF 3 and TQF 5 of MIS system. The numerical value of the assessment is not presented in the system and can only be seen by the lecturer after the grades are released.<\/p>\n\n\n\n

                        The lecturer’s strengths and flaws were thoroughly assessed using these statistics. Through performance evaluation, faculty members can also get crucial feedback on their success as teachers, contributors to the field of research, and volunteers. This feedback indicates a faculty member’s areas of strength and needs for development, enabling them to perform better and consistently advance their knowledge and abilities. Better program delivery and student learning outcomes follow from this.<\/p>\n\n\n\n

                        The department ensures that the program is responsive to changing educational needs and industrial requirements by assessing assessment results on a regular basis and implementing initiatives to address identified areas of concern.<\/p>\n<\/div><\/div>\n<\/div>\n<\/div><\/div>\n<\/div>\n\n\n

                        ……<\/p>\n\n\n

                        \n

                        Evidence<\/h4><\/div>
                        <\/span><\/div><\/div>
                        \n
                        No.<\/td>Evidence and link to Google drive files<\/td><\/tr>
                        5.1<\/td>Manpower plan<\/strong>
                        1. Recruitment Process<\/a>
                        2. FBA plan 2022
                        3.                         TQF-02-Section 6- Faculty Development Plan<\/a>
                        4. Quality of Program Instructors<\/a>
                        5. Performance Evaluation<\/a>

                        Faculty Development Programs<\/strong>
                        1. Academic Title workshop
                        2.                         Knowledge Management Workshops<\/a>

                        Accreditation Report<\/strong>
                        1.                         Last year\u2019s SAR results<\/a>
                        2.                         Student Feedback on Lecturer<\/a><\/td><\/tr>
                        5.2<\/td>Workload Tracking Records<\/strong>
                        1. Teaching \u2013 TQF, MIS Attendance Page<\/a>
                        2. Research Work <\/a>
                        <\/td><\/tr>
                        5.3<\/td>Competency Framework<\/strong>
                        Competency Assessment
                        TQF3<\/a>
                        Professional Development Plan<\/a><\/strong><\/td><\/tr>
                        5.4<\/td>Work Load Allocation Record<\/a>
                        TQF2<\/a><\/td><\/tr>
                        5.5<\/td>Performance Evaluation Criteria
                        Performance Evaluation Records<\/strong>
                        Documentation of Teaching Evaluations
                        1. TQF5<\/a>

                        Research Productivity Records<\/a><\/strong>
                        <\/td><\/tr>
                        5.6<\/td>Staff Handbook
                        Job description
                        Employment Contract Sample
                        Communication Channels<\/strong>
                        1. Department Meeting
                        2. Email Communication
                        3. LINE Group Communication
                        Performance Evaluation & Feedback
                        Staff Acknowledgement & Confirmation<\/td><\/tr>
                        5.7<\/td>Performance Assessment Policy
                        Performance Evaluation Processes<\/strong>
                        1. self-assessment
                        2. Peer Review
                        3. Supervisor Evaluation
                        4. External Assessment
                        Performance Improvement plans
                        Training and Development Programs
                        Communication and transparency<\/td><\/tr>
                        5.8<\/td>Budget plan for 2023 regarding Academic service<\/a><\/td><\/tr>
                        <\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n

                        Assessment scores<\/h4><\/div>
                        <\/span><\/div><\/div>
                        \n
                        Title<\/strong><\/td>Requirement<\/strong><\/td>Self score<\/strong><\/td>Assess<\/strong> ors<\/strong>‘<\/td><\/tr>
                        5.1 Planning for the needs<\/em><\/td>The academic staff planning (including succession, promotion, redeployment, 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.<\/td>1<\/td><\/td><\/tr>
                        5.2 Workload monitor<\/em><\/td>The staff workload is measured and monitored to improve the quality of education, research, and service.<\/td>1<\/td><\/td><\/tr>
                        5.3 Competence evaluation<\/em> <\/td>The competences of the academic staff are determined, evaluated, and communicated.<\/td>1<\/td><\/td><\/tr>
                        5.4 Right job for a person<\/em><\/td>The duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.<\/td>1<\/td><\/td><\/tr>
                        5.5 Merit system<\/em><\/td>The programme to show that promotion of the academic staff is based on a merit system which accounts for teaching, research, and service.<\/td><\/td><\/td><\/tr>
                        5.6 Roles and accountability<\/em><\/td>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.<\/td><\/td><\/td><\/tr>
                        5.7 Training and development<\/em><\/td>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.<\/td><\/td><\/td><\/tr>
                        5.8 Performance and rewards<\/em><\/td>The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality.<\/td><\/td><\/td><\/tr>
                        Overall score<\/td>(see table below)<\/td><\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
                        \n
                        Scoring guide<\/h5><\/div>
                        <\/span><\/div><\/div>
                        \n
                        TRSU-QA score<\/td>1<\/td>2<\/td>3<\/td>4<\/td>5<\/td><\/tr>
                        Items showing
                        QA practice<\/td>                        		1 items<\/td>2-3 items<\/td>4-5 items<\/td>6-7 items<\/td>8 items<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div>\n<\/div><\/div>\n","protected":false},"menu_order":9,"comment_status":"open","ping_status":"closed","template":"","class_list":["post-5613","acc_report","type-acc_report","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/acc_report\/5613","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/acc_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/types\/acc_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5613"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5613"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}