{"id":5614,"date":"2023-01-04T02:23:10","date_gmt":"2023-01-04T02:23:10","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=acc_report&p=5614"},"modified":"2024-06-20T23:16:08","modified_gmt":"2024-06-20T23:16:08","slug":"component-6-faculty-members","status":"publish","type":"acc_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?acc_report=component-6-faculty-members","title":{"rendered":"Criterion 6 – Student Support Services"},"content":{"rendered":"\n

Criterion 6 – Student Support Services<\/strong><\/p>\n\n\n\n

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Requirements for AUNQA Criterion 6<\/h5><\/div>
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6.1 Student admission<\/h5><\/div>
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The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.<\/p>\n\n\n\n

Diagnostic questions<\/h5><\/div>
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  • How is student intake monitored and analysed?<\/li>\n\n\n\n
  • How are students selected?<\/li>\n\n\n\n
  • What policy is pursued with regard to the intake of students? Does it aim to increase the intake or to stabilise it? Why?<\/li>\n\n\n\n
  • What measures are taken to influence the quality and the size of the intake? What effect does these measures have?<\/li>\n\n\n\n
  • How does the programme take into account the level of achievement of entering students?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
    6.2 Service planning<\/h5><\/div>
    <\/span><\/div><\/div>
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    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.<\/p>\n\n\n\n

    Diagnostic questions<\/h5><\/div>
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    • What are the academic support services? What are non-academic support services?<\/li>\n\n\n\n
    • What are the short-term and long-term plans of academic support services?<\/li>\n\n\n\n
    • What are the short-term and long-term plans of non-academic support services?<\/li>\n\n\n\n
    • What are the support services for teaching, research and community service?<\/li>\n\n\n\n
    • How are the sufficiency and quality of support services determined?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
      6.3 Student monitor<\/h5><\/div>
      <\/span><\/div><\/div>
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      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.<\/p>\n\n\n\n

      Diagnostic questions<\/h5><\/div>
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      • Is the study load divided equally across and within each academic year? How is the credit hours calculated? <\/li>\n\n\n\n
      • What are the indicators used to monitor student progress and performance?<\/li>\n\n\n\n
      • Does the department have a monitoring system for recording study progress and following graduates? How does it work?<\/li>\n\n\n\n
      • How is the data of the monitoring system used?<\/li>\n\n\n\n
      • What is the corrective feedback? How is it provided?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
        6.4 Co-curricular activities<\/h5><\/div>
        <\/span><\/div><\/div>
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        Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.<\/p>\n\n\n\n

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        Diagnostic questions<\/h5><\/div>
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        • What are the co-curricular activities and student competition used? <\/li>\n\n\n\n
        • How do they improve learning experience or employability?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          6.5 Service competences evaluation<\/h5><\/div>
          <\/span><\/div><\/div>
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          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.<\/p>\n\n\n\n

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          Diagnostic questions<\/h5><\/div>
          <\/span><\/div><\/div>
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            \n
          • Are the support staff members competent and qualified for their jobs?<\/li>\n\n\n\n
          • Are the competencies and expertise of the support staff adequate?<\/li>\n\n\n\n
          • How are the required competence of the support staff identified? <\/li>\n\n\n\n
          • Are the competence relevant to stakeholders’ needs?<\/li>\n\n\n\n
          • Are support staff members satisfied with their roles?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
            6.6 Service quality enhancement<\/h5><\/div>
            <\/span><\/div><\/div>
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            Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.<\/p>\n\n\n\n

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            Diagnostic questions<\/h5><\/div>
            <\/span><\/div><\/div>
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            • What are the indicators used to monitor student progress and performance?<\/li>\n\n\n\n
            • Are students satisfied with the support services provided?<\/li>\n\n\n\n
            • How are the students support services evaluated?<\/li>\n\n\n\n
            • Is benchmarking used? How are the student support services enhanced?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
              \n
              Scoring for TRSU QA<\/h5><\/div>
              <\/span><\/div><\/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>3-4 items<\/td>5 items<\/td>5 items + 6.6<\/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>
              <\/span><\/div><\/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>
              <\/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>
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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>
              <\/span><\/div><\/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>
              <\/span><\/div><\/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>
              <\/span><\/div><\/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>
              <\/span><\/div><\/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>
                <\/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 6<\/strong><\/p>\n\n\n\n

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                  6.1 Student admission criteria is published and up-to-date.<\/h5><\/div>
                  <\/span><\/div><\/div>
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                  The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.<\/p>\n\n\n\n

                  Program report<\/h5><\/div>
                  <\/span><\/div><\/div>
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                  Student intake policy:<\/u><\/strong><\/p>\n\n\n\n

                  The college is following the Ministry of Higher Education standard guidelines to admit students to the Bachelor of Accounting program. <\/p>\n\n\n\n

                  Admission criteria:<\/u><\/strong><\/p>\n\n\n\n

                  The Bachelor of Accounting program admission policy and process for undergraduate programs complies to STIC admission regulated by OHEC, MHESI. The number of students accepted for the program is governed by the regulations of MHESI.<\/p>\n\n\n\n

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                  • The curriculum or program determines the student admission plan according to the TQF 2.<\/li>\n\n\n\n
                  • The curriculum or program determines the qualifications of students and notifies the faculty\/college.<\/li>\n\n\n\n
                  • The curriculum or program specifies the criteria used for student selection which consists of academic criteria, English language requirements (if any) and other areas and notifies the faculty\/college.<\/li>\n\n\n\n
                  • The curriculum or program in co-operations with the faculty and the college proceeds with the announcement of student applications.<\/li>\n\n\n\n
                  • The curriculum or program examines students\u2019 qualifications. Applicants must have successfully completed high school (M.6) or equivalent majoring with a CGPA greater than or equal to 3. Applicants should be able to demonstrate excellent mental and physical health.<\/li>\n\n\n\n
                  • The curriculum or program selects students.<\/li>\n\n\n\n
                  • The curriculum or program announces selected students.<\/li>\n\n\n\n
                  • The curriculum or program evaluates student admissions procedures and analyzes the problems and set up improvements to ensure the number of students in accordance with the TQF2.<\/li>\n\n\n\n
                  • Students report and register to be college students.<\/li>\n<\/ul>\n\n\n\n

                    Admission Procedures:<\/u><\/strong><\/p>\n\n\n\n

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                    • The completed application form need to submit to the registration office along with the transcript, National ID for Thai and Passport of International students for verification purpose.<\/li>\n\n\n\n
                    • The applicant\u2019s qualification has to be verified by the college and they will call for face-to-face interviews to identify the applicant\u2019s discipline and professional attitude. After all these processes, qualified applicants are admitted into the program.<\/li>\n<\/ul>\n\n\n\n

                      Assessment of the Process:<\/u><\/strong><\/p>\n\n\n\n

                      The program committee suggested to assign a lecturer to demonstrate and explain the infrastructure facilities in the BACC program to the students who visit the institution regarding admission.<\/p>\n\n\n\n

                      Improvements\/Development:<\/u><\/strong><\/p>\n\n\n\n

                      As per the decision made by the program committee, Our Head of the Department was assigned to coordinate with the marketing team to support student admission.<\/p>\n\n\n\n

                      Result<\/u><\/strong><\/p>\n\n\n\n

                      The new student number remained the same.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

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                      6.2 Planning of support services for teaching, research and community service to ensure quality <\/h5><\/div>
                      <\/span><\/div><\/div>
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                      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.<\/p>\n\n\n\n

                      Program report<\/h5><\/div>
                      <\/span><\/div><\/div>
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                      From admission to graduation of Bachelor of Accountancy program, Our STIC BACC Faculty provides support and services to students in every step of the way. Upon enrollment, every student will be given access to our full range of academic support services. Numerous facilities are provided so that student can gain expertise in all the practical aspects of the  program.<\/p>\n\n\n\n

                      Equipment & tools: All offices and faculties in STIC campus are equipped with computers connected to the Internet to serve the learners. Universal-conference rooms, 1 computer suite, all classrooms (fitting about 30 to 40 students per room), are equipped with projector and other equipment. many of which are attached to smart televisions that can connect easily to Wi-Fi and Bluetooth. They are also gradually equipped with air conditioners which helps lecturers and students more comfortable, especially on warm environment.<\/p>\n\n\n\n

                      All the lecture rooms\/halls are air-conditioned and equipped with computer terminal and LCD projectors as well as (for certain rooms) visualizer for non-computerized projection of sheet\/handouts. Also available in each classroom is a white\/black board and a flipped board for certain teaching strategies that require classical approaches.<\/p>\n\n\n\n

                      Additionally,  FBA \u2013 BBA program offers academic support services such as: (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) libraries and learning portals offer academic materials, graduate research work, textbooks, journals, electronic journal databases, study rooms, conference rooms, and digital-library services. A man-made pond with manually operated mobile duckboats, student dormitories, a football field, and food canteen on campus, health and wellness benefits such as accident insurance and swimming pool, badminton\/basketball and volleyball courts), food centers, and bank services such as the Krung Thai Bank (KTB) ATM<\/p>\n\n\n\n

                      Moreover, the Faculty along with the Office of Students affairs  have laid out plans for students support and services. This includes providing them   various activities outside the classroom that  foster student growth and development of interpersonal, leadership and intercultural competencies which are increasingly important to help them adopt to their new environment.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

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                      6.3 Monitoring of student progress, academic performance and workload and feedback<\/h5><\/div>
                      <\/span><\/div><\/div>
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                      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.<\/p>\n\n\n\n

                      Program report<\/h5><\/div>
                      <\/span><\/div><\/div>
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                      The STIC Management Information System (MIS) serves as the college\u2019s platform for tracking students\u2019 academic progress. The academic committee of the Faculty of Business Administration analyzes students\u2019 learning progress and performance using the MIS and the student\u2019s individual Username and Password. Academic advisers for students can also utilize MIS as an integrated tool to track their students\u2019 study progression, study load, and outcomes. The adviser can enter and record information about students\u2019 progress and issues that are relevant to their learning experience and advancement. Each advisor advises between 10-15 students.<\/p>\n\n\n\n

                      The role of the academic advisor extends beyond course and program scheduling.<\/p>\n\n\n\n

                      Advisors can assist the student with virtually all aspects of the academic experience and provide information regarding campus resources as needed. Some of the specific responsibilities of academic advisors include but are not limited to:<\/p>\n\n\n\n