{"id":5173,"date":"2022-11-22T07:30:16","date_gmt":"2022-11-22T07:30:16","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=ar_report&p=5173"},"modified":"2024-06-04T06:36:26","modified_gmt":"2024-06-04T06:36:26","slug":"component-7-students","status":"publish","type":"ar_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?ar_report=component-7-students","title":{"rendered":"Criterion 7 – Facilities and Infrastructure"},"content":{"rendered":"\n

Criterion 7 – Facilities and Infrastructure<\/strong><\/strong><\/p>\n\n\n\n

\n
Requirements for AUNQA Criterion 7<\/h5><\/div>
<\/span><\/div><\/div>
\n
No.<\/td>Title<\/td>Description<\/td><\/tr>
7.1<\/td>Physical resources<\/td>The physical resources to deliver the curriculum, including equipment, material, and information technology, are shown to be sufficient.<\/td><\/tr>
7.2<\/td>Laboratory and equipment<\/td>The laboratories and equipment are shown to be up-to-date, readily available, and effectively deployed.<\/td><\/tr>
7.3<\/td>Digital library<\/td>A digital library is shown to be set-up, in keeping with progress in information and communication technology.<\/td><\/tr>
7.4<\/td>Information technology<\/td>The information technology systems are shown to be set up to meet the needs of staff and students.<\/td><\/tr>
7.5<\/td>Computer network<\/td>The university is shown to provide a highly accessible computer and network infrastructure that enables the campus community to fully exploit information technology for teaching, research, service, and administration.<\/td><\/tr>
7.6<\/td>Health and safety<\/td>The environmental, health, and safety standards and access for people with special needs are shown to be defined and implemented.<\/td><\/tr>
7.7<\/td>Conducive environment<\/td>The university is shown to provide a physical, social, and psychological environment that is conducive for education, research, and personal wellbeing.<\/td><\/tr>
7.8<\/td>Facility service competences<\/td>The competences of the support staff rendering services related to facilities are shown to be identified and evaluated to ensure that their skills remain relevant to stakeholder needs.<\/td><\/tr>
7.9<\/td>Facility quality enhancement<\/td>The quality of the facilities are shown to be subjected to evaluation and enhancement.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
Diagnostic questions<\/h5><\/div>
<\/span><\/div><\/div>
\n
    \n
  • Are there sufficient lecture-halls, seminar rooms, laboratories, reading rooms, and computer rooms? <\/li>\n\n\n\n
  • Do these facilities meet the needs of students and staff?<\/li>\n\n\n\n
  • Is the library sufficiently equipped for education and research?<\/li>\n\n\n\n
  • Is the library accessible and within easy reach (location, opening hours)?<\/li>\n\n\n\n
  • Are there sufficient laboratory facilities?<\/li>\n\n\n\n
  • Do the laboratories meet the relevant requirements?<\/li>\n\n\n\n
  • Are sufficient teaching aids and tools available to staff and students?<\/li>\n\n\n\n
  • What hardware and software are made available to meet the needs of education and research?<\/li>\n\n\n\n
  • To what extent do the facilities and infrastructure promote or obstruct the delivery of the programme?<\/li>\n\n\n\n
  • Is the total budget for teaching aids and tools sufficient?<\/li>\n\n\n\n
  • How are the facilities and infrastructure maintained?<\/li>\n<\/ul>\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>    		1-2 item<\/td>3-4 items<\/td>5-6 items<\/td>7-8 items<\/td>8 items + 7.9<\/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

        7.1 The physical resources to deliver the curriculum, including equipment, material, and information technology, are shown to be sufficient.<\/p>\n\n\n

        The College provides sufficient physical resources both for the instructor and the students as follows:<\/p>\n

        Library<\/i><\/p>\n

        STIC provides library that foster a culture of lifelong learning and personal development. They offer a wide array of resources beyond academic subjects, including fiction and non-fiction books, literature, biographies, self-help books, and cultural materials. Students can explore their personal interests, broaden their horizons, and develop a love for reading and learning that extends beyond their academic pursuits.<\/p>\n

        These facilities offer valuable support for students’ academic success. Students can find textbooks, reference materials, and study guides in libraries, which can supplement their course materials and aid in exam preparation. They also provide access to academic databases, which are essential for literature reviews, research projects, and scholarly writing.<\/p>\n

        Classrooms<\/p>\n

        The College provides modern classrooms that are equipped with the latest educational technology tools, such as interactive whiteboards, audiovisual equipment, and multimedia resources. These technologies enable teachers to deliver engaging and interactive lessons, making learning more dynamic and stimulating for students. Technology integration also helps students develop digital literacy skills that are essential in today’s world.<\/p>\n

        WiFi<\/p>\n

        Along with modern classroom facilities STIC also provides high-speed WiFi facilities with which the students have access to a wealth of information at their fingertips. Internet connectivity, online databases, and digital resources enable students to conduct research, access up-to-date information, and explore a wide range of learning materials. This access promotes independent learning, empowers students to explore their interests, and expands their knowledge beyond the confines of textbooks.<\/p>\n

        Aircraft Simulator<\/p>\n

        Flight simulators are advanced training devices that replicate the experience of flying an aircraft. They provide a realistic environment for practicing flight maneuvers, emergency procedures, and instrument flying. Simulators are cost-effective alternatives to actual flight time and offer a safe learning environment. It also helps the students to apply and analyze what they have learnt in the classroom. So the simulator training is incorporated with the Airline Dispatching Operation subject to do the experimental and analytical project work to gain more knowledge and experience with the simulator.<\/p>\n

        Computer lab<\/p>\n

        The college has provided computer labs for the students to develop their ICT skills. The students can access these labs for Projects, Statistical Analysis, Aircraft Performance Analysis Assignments and Research works.<\/p>\n

        MOU<\/p>\n

        STIC has signed MOU’s with various flight schools such as TAC, TIF, BAC, BSC etc. Collaborating with flight schools through an MOU allows colleges to provide comprehensive aviation education programs. These Flight schools specialize in flight training and offer practical, hands-on training to students pursuing aviation-related degrees or programs. This partnership ensures that students receive a well-rounded education that combines theoretical knowledge with practical flying experience. The study visit to these flight schools help the students to visualize what they have learnt in the classroom. The students were also given hands-on training during the visits.<\/p>\n

        Flight schools typically have state-of-the-art facilities, aircraft, simulators, and flight instructors specialized in aviation training. By partnering with flight schools, college gain access to these resources, which may be costly or logistically challenging to replicate on their own. Students benefit from the use of modern training equipment and receive instruction from experienced flight instructors.<\/p>\n

        Physics and Chemistry Labs<\/p>\n

        Physics and chemistry labs provide students with hands-on learning experiences. They allow students to apply theoretical concepts, conduct experiments, and observe phenomena firsthand. This hands-on approach enhances understanding, critical thinking, problem-solving skills, and the ability to make connections between theory and practice.<\/p>\n\n\n

        7.2 The laboratories and equipment are shown to be up-to-date, readily available, and effectively deployed.<\/p>\n\n\n

        Aircraft Simulator<\/em><\/p>\n

        The Aircraft Simulator is updated to the recent trends.<\/p>\n

        The simulator display has a small issue while it’s functioning which was informed to the IT department to rectify the issue.\u00a0 \u00a0<\/p>\n

        The use of simulator was identified through students’ project work on the Airline Dispatch Operations subject.\u00a0<\/p>\n\n\n

        7.3 A digital library is shown to be set-up, in keeping with progress in information and communication technology.<\/p>\n\n\n

        Digital libraries offer students convenient access to a wide range of resources, flexibility in studying, cost-effectiveness, enhanced search capabilities, collaboration opportunities, multimedia learning experiences, inclusivity, support for remote learning, access to up-to-date information, and environmental sustainability. Embracing digital libraries empowers students to engage in effective and efficient learning in the digital era.<\/p>\n\n\n

        7.4 The information technology systems are shown to be set up to meet the needs of staff and students.<\/p>\n\n\n

        IT provides staff members with various tools and platforms for effective communication and collaboration. Email, instant messaging, video conferencing, and collaboration software facilitate seamless communication and enable staff to work together on projects and initiatives, regardless of their physical location.<\/p>\n

        IT systems and software enable staff to efficiently manage and organize information. Document management systems, databases, and cloud storage solutions allow easy access, sharing, and retrieval of documents and resources. This streamlines administrative tasks, enhances productivity, and promotes effective knowledge management.<\/p>\n

        IT systems automate administrative processes, such as payroll management, attendance tracking, scheduling, and resource allocation. This reduces manual workload, minimizes errors, and improves efficiency in administrative tasks, allowing staff to focus on higher-value activities.<\/p>\n

        IT offers opportunities for staff professional development. Online learning platforms, webinars, and e-learning courses provide flexible access to training and development resources. Staff can enhance their skills, acquire new knowledge, and stay updated with advancements in their fields through online resources and digital learning platforms.<\/p>\n

        IT enables students to access vast amounts of information and educational resources. Online libraries, digital textbooks, e-learning platforms, and research databases provide students with 24\/7 access to a wide range of educational materials, enhancing their learning experience and supporting self-directed learning.<\/p>\n

        LMS and Google Classroom platforms facilitate online learning by providing a centralized hub for course materials, assignments, discussions, and assessments. Students can access course content, submit assignments, participate in discussions, and track their progress through the LMS, promoting organized and efficient learning.<\/p>\n

        IT supports assessment and feedback processes.<\/p>\n\n\n

        7.5 The university is shown to provide a highly accessible computer and network infrastructure that enables the campus community to fully exploit information technology for teaching, research, service, and administration.<\/p>\n\n\n

        The college provides a highly accessible computer and network facility throughout the campus. The college IT department has provided LAN connection in all the classrooms in-order to support teaching. They provide the Management Information System for both the students and the instructors to keep in track of their progress. They also provide high-speed network connectivity in the cafeteria, auditoriums, dormitories etc.<\/p>\n\n\n

        7.6 The environmental, health, and safety standards and access for people with special needs are shown to be defined and implemented.<\/p>\n\n\n

        The college follows all the protocols with respect to the health and safety standard<\/p>\n

        Environment:<\/p>\n

        The college provides a clean environment around the campus in-order to provide a healthy environment for the students. Also, they provide proper waste management and recycling management in and around the campus.<\/p>\n

        Health:<\/p>\n

          \n
        1. During the covid time, the college arranged for the vaccination of academic staff, support staff and students.<\/li>\n
        2. The instructors and the students were asked to do the Rapid Antigen Testing every first day of the week to maintain a covid free environment<\/li>\n
        3. They provide sanitizers in each floor as well as in all the buildings inside the campus.<\/li>\n
        4. They encouraged social distancing<\/li>\n
        5. For minor health issues, they provide facilities in the student affairs office and Nursing building for the welfare of the students.<\/li>\n<\/ol>\n

          Safety Standards:<\/p>\n

            \n
          1. The college encourages the students and the lecturer to wear masks in order to be safe.<\/li>\n
          2. They repeatedly inform the students who ride motorbikes to wear helmets. They have also put flex boards around the campus to remind the students about their safety.<\/li>\n
          3. They provide proper security services and security systems inside the college campus. They have placed CCTV cameras everywhere and also they have deputed security guards in all the entrance and exit points to provide a much more safer environment for the students and the lecturers.<\/li>\n
          4. The college has proper fire protection systems and they are well-maintained.<\/li>\n<\/ol>\n\n\n

            7.7 The university is shown to provide a physical, social, and psychological environment that is conducive for education, research, and personal wellbeing.<\/p>\n\n\n

            The physical environment refers to the tangible and visible aspects of the college campus and facilities. It encompasses the buildings, classrooms, libraries, laboratories, dormitories, outdoor spaces, and other physical infrastructure that make up the college campus.<\/p>\n

            The physical environment plays a crucial role in creating an atmosphere conducive to learning, socializing, and overall well-being of the students.<\/p>\n

              \n
            1. \n

              Buildings and Facilities: The college provides academic buildings where classes are held, administrative buildings, libraries, computer labs, sports facilities, student centers, cafeterias, and other amenities.<\/p>\n<\/li>\n

            2. \n

              Classrooms: They have provided classrooms with all the digital age technology facilities such as LAN connection, Projector, and Audio facilities such as a microphone, amplifier, speakers etc. The classrooms have a proper seating arrangement for the students, air-conditioning facilities, lighting and acoustics. All these facilities significantly enhance the learning experience of the students.<\/p>\n<\/li>\n

            3. \n

              Laboratories: The College has provided various labs such as a physics lab, chemistry lab, Aircraft Simulator lab, language lab, computer lab etc. for enhancing the academic performance of the students.\u00a0 These labs are equipped with tools, equipment, and materials necessary for conducting experiments and practical learning.<\/p>\n<\/li>\n

            4. \n

              Dormitories:\u00a0 STIC provide on-campus housing for students. Dormitories or residence halls offer living spaces, common areas, study rooms, and recreational facilities. The design and amenities in these spaces influence the comfort and social environment of the students.<\/p>\n<\/li>\n

            5. \n

              Outdoor Spaces: College campuses have open spaces, lawns, gardens, and courtyards where students can relax, study, or engage in recreational activities. Outdoor spaces contribute to the overall ambience and provide opportunities for social interaction and relaxation.<\/p>\n<\/li>\n

            6. \n

              Accessibility and Safety: The physical environment of the college is designed to be accessible to all individuals.\u00a0 Adequate safety measures, such as well-maintained pathways, emergency exits, lighting, and security systems, are provided for the well-being of students and staff.\u00a0<\/p>\n<\/li>\n<\/ol>\n

              The social environment refers to the interactions, relationships, and cultural dynamics that exist among the members of the college community, including students, faculty, staff, and administration. It encompasses the social atmosphere, norms, values, and overall social context within which individuals interact and engage with one another.<\/p>\n

                \n
              1. \n

                Peer Interactions: The social environment in college is heavily influenced by the interactions among students. This includes forming friendships, participating in group activities, collaborating on projects, and engaging in social events. These interactions can shape a student’s sense of belonging, social identity, and overall well-being.<\/p>\n<\/li>\n

              2. \n

                Diversity and Inclusion: STIC has diverse student populations in terms of cultural, ethnic, socioeconomic, and educational backgrounds. This is to foster inclusivity, respect for diversity, and opportunities for cross-cultural interactions. Embracing diversity enhances learning, promotes understanding, and prepares students for a global society.<\/p>\n<\/li>\n

              3. \n

                Clubs and Organizations: STIC offers a wide range of student clubs, organizations, and extracurricular activities. These provide opportunities for students to pursue shared interests, develop leadership skills, and engage with like-minded peers. Clubs and organizations contribute to the social fabric of the college and help create a sense of community.<\/p>\n<\/li>\n

              4. \n

                Campus Events and Traditions: The College organized various events, such as sports tournaments, cultural festivals, academic conferences, and guest lectures. These events bring the community together, foster social connections, and provide opportunities for intellectual and cultural enrichment.<\/p>\n<\/li>\n

              5. \n

                Academic and Social Support: The social environment in STIC includes support systems to help students thrive academically and emotionally. The support systems which we have here are academic advisors, mentors, counseling services, peer support groups, and resources for personal development. These supportive social environment enhances student success and well-being.<\/p>\n<\/li>\n

              6. Campus Culture: The collective values, norms, and traditions that develop within the college shape its unique campus culture. This includes shared values of academic excellence, community service, social responsibility, and ethical behavior. STIC Campus culture influences social interactions, relationships, and overall student experiences.<\/li>\n<\/ol>\n

                The psychological environment refers to the overall atmosphere, conditions, and factors that influence the mental and emotional well-being of individuals within the college community, including students, faculty, staff, and administration. It encompasses various aspects of the college environment that impact the psychological experiences and states of individuals.<\/p>\n

                  \n
                1. Academic Expectations and Support: The academic expectations and support provided by the college influence the psychological environment. Clear expectations, fair grading practices, academic resources, and support services contribute to a positive psychological environment by reducing stress, enhancing motivation, and fostering a sense of competence.<\/li>\n
                2. \n

                  Sense of Belonging: STIC provides a supportive psychological environment that promotes inclusivity, encourages social connections, and creates opportunities for students to engage in meaningful relationships with peers, faculty, and staff.<\/p>\n<\/li>\n

                3. \n

                  Mental Health Support: The availability and accessibility of mental health services and resources within the college greatly impact the psychological environment. The College provides adequate support for mental health issues, such as counseling services, workshops, and awareness campaigns and creates a supportive environment that addresses the psychological well-being of individuals.<\/p>\n<\/li>\n

                4. Diversity and Inclusion: A psychologically healthy environment embraces diversity and fosters inclusivity. Our College that value and promote diversity create an environment where individuals from different backgrounds feel accepted, respected, and valued. This inclusivity contributes to a positive psychological environment for all members of the college community.<\/li>\n
                5. \n

                  Safety and Security: The physical and psychological safety of individuals within the college environment are intertwined. A safe and secure environment, both physically and psychologically, promotes a sense of well-being, trust, and psychological stability among students, faculty, and staff. STIC provides such an environment.<\/p>\n<\/li>\n

                6. \n

                  Leadership and Communication: Effective leadership, transparent communication, and opportunities for participation in decision-making processes contribute to a positive psychological environment. Clear communication channels and a sense of shared ownership foster trust, engagement, and a positive psychological climate.<\/p>\n<\/li>\n<\/ol>\n\n\n

                  7.8 The competences of the support staff rendering services related to facilities are shown to be identified and evaluated to ensure that their skills remain relevant to stakeholder needs.<\/p>\n\n\n

                  The college has good infrastructure facilities for the teaching-learning activities for the students and staffs. To maintain all those, the college has a sound knowledgeable person in the IT department and maintenance service team. These team members are short out the electrical, Electrical, Plumbing, Carpenter, Painting and other infrastructure immediately and periodically.\u00a0<\/p>\n

                  Librarians possess strong information literacy skills and effectively use information from various sources. They are helping the students to find relevant answers from the various resources of library management systems, online databases, and e-resources to do their research work and homework. In addition to that, they are helping the students to take hand notes of printouts and photocopies by using digital equipment.<\/p>\n

                  The BBA secretary has strong organizational skills to manage various tasks, and schedules efficiently. She has good communication skill to communicate with Thai and English Lecturers. She helps with the student’s required documents for internship and study visit communication until the end of the progress is completed successfully.<\/p>\n\n\n

                  7.9 The quality of the facilities (library, laboratory, IT, and student services) are shown to be subjected to evaluation and enhancement.<\/p>\n\n\n

                  Every Academic year, a survey regarding the facilities was obtained from both the Instructor and the students. The main purpose of this survey is to identify the gaps for further improvement.<\/p>\n

                  The evaluation survey with respect to the learning support from the student is given below:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                  Sl.No.<\/td>\nDescription<\/td>\n2019-2020<\/td>\n2020-2021<\/td>\n2021-2022<\/td>\n2022-2023<\/td>\n20223-2024<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nPARTICIPATION FOR LEARNING SUPPORT<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  1<\/td>\nLibrary services<\/td>\n3.19<\/td>\n3.58<\/td>\n3.65<\/td>\n3.65<\/td>\n3.75<\/td>\n<\/tr>\n
                  2<\/td>\nTrain for library, media and internet<\/td>\n3.53<\/td>\n3.02<\/td>\n3.38<\/td>\n3.38<\/td>\n3.29<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nPHYSICAL SERVICES APPROPRIATE FOR TEACHING & LEARNING<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  3<\/td>\nClass atmosphere<\/td>\n3.71<\/td>\n3.69<\/td>\n3.86<\/td>\n3.81<\/td>\n3.92<\/td>\n<\/tr>\n
                  4<\/td>\nLaboratory room<\/td>\n3.05<\/td>\n3.02<\/td>\n3.92<\/td>\n4.02<\/td>\n3.29<\/td>\n<\/tr>\n
                  5<\/td>\nEducation materials<\/td>\n3.83<\/td>\n3.84<\/td>\n3.52<\/td>\n3.52<\/td>\n3.92<\/td>\n<\/tr>\n
                  6<\/td>\nWi-Fi system<\/td>\n3.05<\/td>\n3.69<\/td>\n3.01<\/td>\n3.01<\/td>\n3.06<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nEDUCATIONAL FACILITY SERVICES<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  7<\/td>\nComputer and IT for learning<\/td>\n3.53<\/td>\n3.26<\/td>\n3.14<\/td>\n3.14<\/td>\n3.16<\/td>\n<\/tr>\n
                  8<\/td>\nComputer network<\/td>\n3.62<\/td>\n3.02<\/td>\n3.71<\/td>\n3.71<\/td>\n3.75<\/td>\n<\/tr>\n
                  9<\/td>\nStudents Data<\/td>\n3.19<\/td>\n3.73<\/td>\n3.57<\/td>\n3.57<\/td>\n3.29<\/td>\n<\/tr>\n
                  10<\/td>\nHealth care service<\/td>\n3.05<\/td>\n3.02<\/td>\n3.86<\/td>\n3.86<\/td>\n3.82<\/td>\n<\/tr>\n
                  11<\/td>\nFirst aid service<\/td>\n3.71<\/td>\n3.26<\/td>\n3.14<\/td>\n3.14<\/td>\n3.82<\/td>\n<\/tr>\n
                  12<\/td>\nClean and hygienic food shop<\/td>\n3.71<\/td>\n3.26<\/td>\n3.81<\/td>\n3.81<\/td>\n3.67<\/td>\n<\/tr>\n
                  13<\/td>\nSport\/exercise facilities<\/td>\n4.05<\/td>\n3.84<\/td>\n3.33<\/td>\n3.33<\/td>\n4.02<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nFACILITIES AND SAFETY SERVICES<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  14<\/td>\nPublic utility system<\/td>\n3.05<\/td>\n3.02<\/td>\n3.33<\/td>\n3.33<\/td>\n3.16<\/td>\n<\/tr>\n
                  15<\/td>\nSafety and guard system<\/td>\n3.53<\/td>\n3.69<\/td>\n3.52<\/td>\n3.52<\/td>\n3.92<\/td>\n<\/tr>\n
                  16<\/td>\nTrash bins around campus<\/td>\n3.19<\/td>\n3.58<\/td>\n3.81<\/td>\n3.81<\/td>\n3.86<\/td>\n<\/tr>\n
                  17<\/td>\nWaste management system<\/td>\n3.19<\/td>\n3.58<\/td>\n3.57<\/td>\n3.57<\/td>\n3.75<\/td>\n<\/tr>\n
                  18<\/td>\nTrash management system<\/td>\n3.71<\/td>\n3.69<\/td>\n3.71<\/td>\n3.86<\/td>\n3.92<\/td>\n<\/tr>\n
                  19<\/td>\nIn-use extinguishers in appropriate places<\/td>\n3.53<\/td>\n3.73<\/td>\n3.67<\/td>\n3.67<\/td>\n3.29<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nCAMPUS ACCOMMODATION SERVICE<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  20<\/td>\nCampus accommodation service<\/td>\n3.53<\/td>\n3.02<\/td>\n3.19<\/td>\n3.19<\/td>\n3.01<\/td>\n<\/tr>\n
                  21<\/td>\nKitchen, common room in the dormitory<\/td>\n3.05<\/td>\n3.26<\/td>\n3.14<\/td>\n3.14<\/td>\n3.01<\/td>\n<\/tr>\n
                  22<\/td>\nSafety system in the dormitory<\/td>\n3.71<\/td>\n3.69<\/td>\n3.67<\/td>\n3.67<\/td>\n3.29<\/td>\n<\/tr>\n
                  23<\/td>\nTrash management in the dormitory<\/td>\n3.83<\/td>\n3.58<\/td>\n3.52<\/td>\n3.52<\/td>\n3.75<\/td>\n<\/tr>\n
                  24<\/td>\nEnvironment and facilities in the dormitory<\/td>\n3.05<\/td>\n3.73<\/td>\n3.19<\/td>\n3.86<\/td>\n3.82<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nADVISOR SERVICE<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  25<\/td>\nAdvisory service in academic<\/td>\n3.19<\/td>\n3.26<\/td>\n3.86<\/td>\n3.86<\/td>\n3.29<\/td>\n<\/tr>\n
                  26<\/td>\nAdvisory service in personal problems<\/td>\n3.53<\/td>\n3.02<\/td>\n3.81<\/td>\n3.81<\/td>\n3.82<\/td>\n<\/tr>\n
                  27<\/td>\nSatisfaction in advisor’s counselling<\/td>\n3.05<\/td>\n3.26<\/td>\n4.14<\/td>\n4.14<\/td>\n4.02<\/td>\n<\/tr>\n
                  28<\/td>\nProper area for counselling<\/td>\n3.53<\/td>\n3.58<\/td>\n3.81<\/td>\n3.81<\/td>\n4.02<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nINFORMATION SERVICES<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  29<\/td>\nThoroughly disseminate information<\/td>\n3.62<\/td>\n3.58<\/td>\n3.52<\/td>\n3.52<\/td>\n3.29<\/td>\n<\/tr>\n
                  30<\/td>\nUp-dated information<\/td>\n3.71<\/td>\n3.26<\/td>\n3.51<\/td>\n3.86<\/td>\n3.75<\/td>\n<\/tr>\n
                  31<\/td>\nAdequate information boards<\/td>\n3.05<\/td>\n3.02<\/td>\n3.48<\/td>\n3.48<\/td>\n3.16<\/td>\n<\/tr>\n
                  32<\/td>\nUsefulness of information service<\/td>\n3.53<\/td>\n3.69<\/td>\n3.45<\/td>\n3.45<\/td>\n3.67<\/td>\n<\/tr>\n
                  33<\/td>\nSatisfaction of useful information service<\/td>\n3.19<\/td>\n3.02<\/td>\n3.57<\/td>\n3.57<\/td>\n3.16<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nACTIVITIES ACADEMIC DEVELOPMENT<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  34<\/td>\nProfessional training service<\/td>\n3.53<\/td>\n3.84<\/td>\n3.19<\/td>\n3.49<\/td>\n4.02<\/td>\n<\/tr>\n
                  35<\/td>\nServices for activities for enhancing academic and professional skills<\/td>\n3.71<\/td>\n3.26<\/td>\n3.62<\/td>\n3.62<\/td>\n4.02<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nPHYSICAL & ENVIRONMENT<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  36<\/td>\nStudents in maintenance of environment<\/td>\n3.05<\/td>\n3.69<\/td>\n3.86<\/td>\n3.68<\/td>\n3.86<\/td>\n<\/tr>\n
                  37<\/td>\nClean, healthy and beautiful areas<\/td>\n3.62<\/td>\n3.58<\/td>\n3.48<\/td>\n3.48<\/td>\n3.29<\/td>\n<\/tr>\n
                  38<\/td>\nThe landscape of college with a beautiful tune, harmony with nature<\/td>\n3.71<\/td>\n3.73<\/td>\n3.43<\/td>\n3.56<\/td>\n3.01<\/td>\n<\/tr>\n
                  39<\/td>\nAvailable of area for art and cultural activities<\/td>\n3.62<\/td>\n3.26<\/td>\n3.45<\/td>\n3.45<\/td>\n3.82<\/td>\n<\/tr>\n
                  \u00a0<\/td>\nOTHER SERVICES<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                  40<\/td>\nBus service<\/td>\n3.05<\/td>\n3.02<\/td>\n4.14<\/td>\n4.48<\/td>\n3.01<\/td>\n<\/tr>\n
                  41<\/td>\nStudy loan<\/td>\n3.71<\/td>\n3.73<\/td>\n3.54<\/td>\n3.61<\/td>\n3.29<\/td>\n<\/tr>\n
                  \u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n
                  \n

                  Evidence<\/h4><\/div>
                  <\/span><\/div><\/div>
                  \n
                  ID_Evidence<\/strong><\/td>Name_Evidence<\/strong><\/td><\/tr>
                  7.1<\/td> 7.1.1. Website Link – Library Facilities<\/a>
                  7.1.2.                   Classroom Facilities<\/a>
                  7.1.3.                   Aircraft Flight Simulator<\/a>
                  7.1.4. Facility Utilization Data
                  7.1.4.1.                   Library<\/a>
                  7.1.4.2.                   Aircraft Simulator<\/a>
                  7.1.5.                   Student-Staff Feedback <\/a><\/td><\/tr>
                  7.2<\/td> 7.2.1. Equipment Inventory<\/a>
                  7.2.2.                   Access and Availability – Class schedule<\/a>
                  7.2.3. Effective Usage of the Facility:
                  7.2.3.1. Research Plan
                  7.2.3.2.                   Student Projects <\/a>
                  7.2.4.                   Testimonials<\/a>
                  7.2.5.                   Professional Development for Staff <\/a>
                  7.2.6.                   AR Flight Simulator Establishment Plan<\/a><\/td><\/tr>
                  7.3<\/td>7..3.1. Website link – Digital Library<\/a>
                  7.3.2.                   Digital Library Infrastructure<\/a>
                  7.3.3.                   Accessible Online Platforms<\/a>
                  7.3.4.                   User training and support<\/a>
                  7.3.5.                   Usage statistics<\/a>
                  7.3.6.                   User Feedback <\/a><\/td><\/tr>
                  7.4<\/td>7.4.1. Infrastructure and Network Network Connectivity
                  7.4.1.1. Student Network Traffic Graphs<\/a>
                  7.4.1.2.                   Full Network Map <\/a>
                  7.4.1.3.                   Bandwidth Traffic Graph<\/a>
                  7.4.1.4.                   Access Points across campus<\/a>
                  7.4.2. User Support Services
                  7.4.2.1.                   Guides and Manuals<\/a>
                  7.4.2.2.                   IT  Facebook Official Contact<\/a>
                  7.4.2.3.                   Facebook IT Support<\/a>
                  7.4.3. Accessibility and Availability TOEIC Online
                  7.4.3.1.                  Regist<\/a>
                  7.4.3.2.                   MIS Login<\/a>
                  7.4.3.3.                   LMS Dashboard<\/a>
                  7.4.3. 4.                   STIC Library<\/a>
                  7.4.3.5.                   Google Classroom <\/a>
                  7.4.4.                   Software and Applications<\/a>
                  7.4.5.                   Integration with Learning and Administrative systems<\/a>
                  7.4.6. IT Training Programs
                  7.4.6.1.                   New Teacher MIS Orientation<\/a>
                  7.4.6.2.                   Faculty MIS Orientation and update <\/a>
                  7.4.7.IT Security Measures
                  7.4.7.1.                   MIS Login<\/a><\/td><\/tr>
                  7.5<\/td> 7.5.1. Network Infrastructure
                  7.5.1.1. Infrastructure<\/a>
                  7.5.1. 2.                   Network Equipment<\/a>
                  7.5.1.3.                   Network Bandwidth <\/a>
                  7.5.2.                   Computer Labs<\/a>
                  7.5.3. Wireless Connectivity
                  7.5.3.1.                   Availability of Campus wide wireless connectivity<\/a>
                  7.5.3.2.                   Network Access Points <\/a>
                  7.5.6. Student Support Services
                  7.5.6.1.                   Accessibility TOEIC Online<\/a>
                  7.5.6. 2.                   Regist <\/a>
                  7.5.6.3.                   MIS Login <\/a>
                  7.5.6. 4.                   Borrow Poster<\/a>
                  7.5.7.                   Network Security Measures-Info about Firewall<\/a>
                  7.5.8.                   User Satisfaction Surveys<\/a>
                  7.5.9.                   Usage Statistics <\/a><\/td><\/tr>
                  7.6<\/td> 7.6.1. Health and Safety Programs<\/a>
                  7.6.2.                   Safety Equipment Infrastructure <\/a>
                  7.6.3.                   Security System<\/a>
                  7.6.4.                   Recycle Management<\/a>
                  7.6.5.                   Student Evaluation<\/a><\/td><\/tr>
                  7.7<\/td> 7.7.1. Physical Infrastructure – website link<\/a>
                  7.7.2.                   Campus Safety Measure<\/a>
                  7.7.3.                   Support Services – Academic Advising<\/a>
                  7.7.4.                   Campus Culture and Community – Extra-curricular activities<\/a>
                  7.7.5. Research Support
                  7.7.5.1. Evidence of Research Funding
                  7.7.5.2.                   Research Projects by Students<\/a>
                  7.7.6.                   Student Satisfaction Surveys<\/a>
                  7.7.7.                   Alumni Testimonials <\/a><\/td><\/tr>
                  7.8<\/td>7.8.1. Job Descriptio<\/a>n<\/a><\/td><\/tr>
                  7.9<\/td>7.9.1. Instructor Satisfaction Survey<\/a>
                  7.9.2.                   Student Satisfaction Survey <\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n
                  \n

                  Assessment scores<\/h4><\/div>
                  <\/span><\/div><\/div>
                  \n
                  Requirements<\/strong><\/td>Self score<\/strong><\/td>Assessors’<\/strong><\/td><\/tr>
                  7.1 The physical resources to deliver the curriculum, including equipment, material, and information technology, are shown to be sufficient.<\/td>1<\/td>1<\/td><\/tr>
                  7.9 The quality of the facilities are shown to be subjected to evaluation and enhancement.<\/td>1<\/td><\/td><\/tr>
                  7.2 The laboratories and equipment are shown to be up-to-date, readily available, and effectively deployed.<\/td>1<\/td>1<\/td><\/tr>
                  7.3 A digital library is shown to be set-up, in keeping with progress in information and communication technology.<\/td>1<\/td><\/td><\/tr>
                  7.4 The information technology systems are shown to be set up to meet the needs of staff and students.<\/td>1<\/td>1<\/td><\/tr>
                  7.5 The university is shown to provide a highly accessible computer and network infrastructure that enables the campus community to fully exploit information technology for teaching, research, service, and administration.<\/td>1<\/td><\/td><\/tr>
                  7.6 The environmental, health, and safety standards and access for people with special needs are shown to be defined and implemented.<\/td>1<\/td>1<\/td><\/tr>
                  7.7 The university is shown to provide a physical, social, and psychological environment that is conducive for education, research, and personal wellbeing.<\/td>1<\/td><\/td><\/tr>
                  7.8 The competences of the support staff rendering services related to facilities are shown to be identified and evaluated to ensure that their skills remain relevant to stakeholder needs.<\/td>1<\/td>1<\/td><\/tr>
                  Overall<\/strong><\/td>5<\/strong><\/td>5<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div>\n","protected":false},"menu_order":11,"comment_status":"open","ping_status":"closed","template":"","class_list":["post-5173","ar_report","type-ar_report","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/ar_report\/5173","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/ar_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/types\/ar_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5173"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5173"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}