{"id":5172,"date":"2022-11-22T07:29:32","date_gmt":"2022-11-22T07:29:32","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=ar_report&p=5172"},"modified":"2024-06-10T02:58:19","modified_gmt":"2024-06-10T02:58:19","slug":"component-6-faculty-members","status":"publish","type":"ar_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?ar_report=component-6-faculty-members","title":{"rendered":"Criterion 6 – Student Support Services"},"content":{"rendered":"\n

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

\n
Requirements for AUNQA Criterion 6<\/h5><\/div>
<\/span><\/div><\/div>
\n
6.1 Student admission<\/h5><\/div>
<\/span><\/div><\/div>
\n

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

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

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

        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

        \n
        Diagnostic questions<\/h5><\/div>
        <\/span><\/div><\/div>
        \n
          \n
        • 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>
          \n

          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

          \n
          Diagnostic questions<\/h5><\/div>
          <\/span><\/div><\/div>
          \n
            \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>
            \n

            Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.<\/p>\n\n\n\n

            \n
            Diagnostic questions<\/h5><\/div>
            <\/span><\/div><\/div>
            \n
              \n
            • 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>
              \n
              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
              \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>
              \n

              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>
                \n

                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

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

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

                  Student intake policy:<\/u><\/strong><\/p>\n

                  The college is following the Ministry of Higher Education standard guidelines to admit students to the AR program. As per the government norms college is permitted to recruit 40 students in each year.<\/p>\n\n\n\n\n\n\n\n\n\n\n
                  \n

                  Number of students<\/strong><\/p>\n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  Number of students in each academic year<\/strong><\/p>\n<\/td>\n<\/tr>\n

                  \n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  2021<\/strong><\/p>\n<\/td>\n

                  		\n

                  2022<\/strong><\/p>\n<\/td>\n

                  		\n

                  2023<\/strong><\/p>\n<\/td>\n

                  		\n

                  2024<\/strong><\/p>\n<\/td>\n

                  		\n

                  2025<\/strong><\/p>\n<\/td>\n<\/tr>\n

                  \n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n<\/tr>\n

                  \n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  –<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n<\/tr>\n

                  \n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  –<\/strong><\/p>\n<\/td>\n

                  		\n

                  –<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n<\/tr>\n

                  \n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  –<\/strong><\/p>\n<\/td>\n

                  		\n

                  –<\/strong><\/p>\n<\/td>\n

                  		\n

                  –<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n<\/tr>\n

                  \n

                  Total <\/strong><\/p>\n<\/td>\n

                  		\n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  \u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n

                  \n

                  Expected amount for graduate<\/strong><\/p>\n<\/td>\n

                  		\n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  \u00a0<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n

                  		\n

                  40<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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

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

                    \n
                  • The curriculum or program determines the student admission plan according to the TQF 2.<\/li>\n
                  • The curriculum or program determines the qualifications of students and notifies the faculty\/college.<\/li>\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
                  • The curriculum or program in co-operations with the faculty and the college proceeds with the announcement of student applications.<\/li>\n
                  • The curriculum or program examines students\u2019 qualifications. Applicants must have successfully completed high school (M.6) or equivalent majoring in Science and Mathematics with a CGPA greater than or equal to 3. Applicants should be able to demonstrate excellent mental and physical health.<\/li>\n
                  • The curriculum or program selects students.<\/li>\n
                  • The curriculum or program announces selected students.<\/li>\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
                  • Students report and register to be college students.<\/li>\n<\/ul>\n

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