{"id":5859,"date":"2023-05-11T02:08:59","date_gmt":"2023-05-11T02:08:59","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=ar_report&p=5859"},"modified":"2024-06-25T03:40:10","modified_gmt":"2024-06-25T03:40:10","slug":"component-2-learning-outcomes-2","status":"publish","type":"ar_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?ar_report=component-2-learning-outcomes-2","title":{"rendered":"Criterion 2 – Programme Structure and Content"},"content":{"rendered":"\n

Criterion 2 – Programme Structure and Content<\/strong><\/strong><\/p>\n\n\n\n

\n
AUNQA requirements for Criterion 2<\/h5><\/div>
<\/span><\/div><\/div>
\n
2.1 Transparency<\/h5><\/div>
<\/span><\/div><\/div>
\n

The specifications of the programme <\/em>and all its courses<\/em> are shown to be comprehensive, up-to-date<\/em>, and made available and communicated to all Stakeholders<\/em>.<\/p>\n\n\n\n

Diagnostic questions<\/h5><\/div>
<\/span><\/div><\/div>
\n
    \n
  • How are the expected learning outcomes translated into the programme and courses?<\/li>\n\n\n\n
  • What information is documented in the programme and course specifications?<\/li>\n\n\n\n
  • How are their contents made up-to-date and comprehensive?<\/li>\n\n\n\n
  • What is the process for reviewing the programme and courses specifications?<\/li>\n\n\n\n
  • How are the programme specifications published and made available (or known) to stakeholders?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
    2.2 Alignment to learning outcomes<\/h5><\/div>
    <\/span><\/div><\/div>
    \n

    The design of the curriculum<\/em> is shown to be constructively aligned <\/em>with achieving the expected learning outcomes<\/em>.<\/p>\n\n\n\n

    Diagnostic questions<\/h5><\/div>
    <\/span><\/div><\/div>
    \n
      \n
    • Do the contents of the programme reflect the ELOs?<\/li>\n\n\n\n
    • How are teaching and learning methods and student assessment selected to align with achieving the ELOs?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
      2.3 Stakeholders’ input<\/h5><\/div>
      <\/span><\/div><\/div>
      \n

      The design of the <\/strong>curriculum<\/em> is shown to include feedback from stakeholders<\/em>, especially external<\/em> stakeholders<\/em>.<\/p>\n\n\n\n

      Diagnostic questions<\/h5><\/div>
      <\/span><\/div><\/div>
      \n
        \n
      • What are the roles of the stakeholders in the design of the curriculum?<\/li>\n\n\n\n
      • What are external stakeholders’ feedback related to the curriculum?<\/li>\n\n\n\n
      • How are the feedback incorporated in designing the curriculum?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
        2.4 Course contribution<\/h5><\/div>
        <\/span><\/div><\/div>
        \n

        The contribution <\/em>made by each course<\/em> in achieving the expected learning outcomes<\/em> is shown to be clear.<\/p>\n\n\n\n

        Diagnostic questions<\/h5><\/div>
        <\/span><\/div><\/div>
        \n
          \n
        • Does the content of each courses reflect the expected learning outcomes?<\/li>\n\n\n\n
        • How are the expected LOs allocated to the courses? <\/li>\n\n\n\n
        • How do the CLOs of each courses contribute to achieving PLOs?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          2.5 Courses progression<\/h5><\/div>
          <\/span><\/div><\/div>
          \n

          The curriculum<\/em> is required to show that all its courses are logically structured, properly sequenced<\/em> (progression from basic to intermediate to specialized courses), and are integrated<\/em>.<\/p>\n\n\n\n

          Diagnostic questions<\/h5><\/div>
          <\/span><\/div><\/div>
          \n
            \n
          • How are the courses logically structured and sequenced (progression from basic to advanced courses)? <\/li>\n\n\n\n
          • How are the courses integrated?<\/li>\n\n\n\n
          • Is there a logical relationship among the basic courses, intermediate courses and advanced courses? What is it? <\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
            2.6 Curriculum options<\/h5><\/div>
            <\/span><\/div><\/div>
            \n

            The curriculum<\/em> is shown to have option(s)<\/em> for students to pursue major<\/em> and\/or minor<\/em> specializations<\/em>.<\/p>\n\n\n\n

            Diagnostic questions<\/h5><\/div>
            <\/span><\/div><\/div>
            \n
              \n
            • How does the programme offer major and minor specialisations?<\/li>\n\n\n\n
            • Is there a proper balance between the specific and general courses? <\/li>\n\n\n\n
            • What is the explanation for the programme structure? <\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
              2.7 Curriculum review and improvement<\/h5><\/div>
              <\/span><\/div><\/div>
              \n

              The program<\/em>me and its curriculum is reviewed periodically<\/em> following an established procedure <\/em>and that it remains up-to-date and relevant <\/em>to industry.<\/p>\n\n\n\n

              Diagnostic questions<\/h5><\/div>
              <\/span><\/div><\/div>
              \n
                \n
              • What is the procedure for periodical review of the curriculum? <\/li>\n\n\n\n
              • How are the programme and courses evaluated? Is the evaluation systematic?<\/li>\n\n\n\n
              • How are the academic staff and students involved in evaluating the curriculum and courses?<\/li>\n\n\n\n
              • How are the programme and curriculum revised to remain up-to-date and industrial relevant? Is the external stakeholders involved?<\/li>\n\n\n\n
              • Is benchmarking used in the review and revision of the curriculum? What benchmark?<\/li>\n<\/ul>\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 items<\/td>4-5 items<\/td>6-7 items<\/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 Results<\/strong><\/p>\n\n\n\n

                    2.1 The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all stakeholders.<\/p>\n\n\n

                    Based on the OHEC guidelines, the Bachelor of Science Aeronautics program is designed by the college and approved by the Ministry of Higher Education, Science, Research and Innovation. The course focuses on outcome-based education to prepare students to face challenges across the globe. Study visits and invited talks were arranged for the students to gain real-time experience thereby correlating their classroom knowledge to improve their higher-order thinking skills to handle the real-time situation when they go for a job after the completion of the course. The teachers were also well experienced and had undergone training, workshops, and seminars to improve their skills to teach modern technologies about the aviation industry. The AR program PLOs and CLOs are focused on the betterment of students’ high-level thinking, to expand their wide opportunities and to give the best learning experience.<\/p>\n

                    In order to keep the curriculum up-to-date, modern and industry oriented, experts from Aviation school and industries, Academicians, graduates and Alumni were invited.<\/p>\n

                    The courses are designed and formulated based on the industry’s current expectations and requirements. The old curriculum had a narrow path for pilot studies. After having consecutive meetings and discussions with various stakeholders of the program, the academic council decided to have three major career paths for students. As a result of this the new curriculum was framed, wherein the students were given the freedom to choose their own career paths in the final year. The three new career focused majors were based on flying, other aviation jobs (such as Ground handlers, Flight operations etc.) and aviation technical English. Such changes were communicated to the stakeholders as follows:<\/p>\n\n\n\n\n\n\n\n\n\n
                    \n

                    Stakeholder<\/em><\/strong><\/p>\n<\/td>\n

                    		\n

                    Mode of Communication<\/em><\/strong><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Students<\/em><\/p>\n<\/td>\n

                    		\n

                    Orientation<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    instructors<\/em><\/p>\n<\/td>\n

                    		\n

                    Orientation, department meetings<\/em><\/p>\n

                    Internship visits<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Internship hosts<\/em><\/p>\n<\/td>\n

                    		\n

                    Hardcopy\/Softcopy are sent through the interns<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    employer<\/em><\/p>\n<\/td>\n

                    		\n

                    Through Alumni<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Ministry of higher education<\/em><\/p>\n<\/td>\n

                    		\n

                    TQF2<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Flight schools<\/em><\/p>\n<\/td>\n

                    		\n

                    During study visits<\/em><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                    2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes.<\/p>\n\n\n

                    The Bachelor of Science AR program curriculum is framed based on the Program Learning Outcome which is derived based on the institutional vision and mission.<\/em><\/p>\n

                    The Course Learning Outcomes are based on the five major domains namely moral and ethics, knowledge and understanding, cognitive, and interpersonal skills, and numerical and information literacy skills. \u00a0The CLOs are framed in such a way that they are aligned with the PLOs. The program instructors make sure that the lesson learning outcomes are aligned with CLOs when they make their teaching plans. This is how the design of the curriculum aligned with the expected learning outcomes.<\/p>\n

                    \u00a0PLOs and CLOs are focused to improve the student’s attitude, behavioural, knowledge, problem-solving skills, teamwork and coordination. Based on the student’s skills their teaching strategies are modified to improve the student’s skills in all aspects. Their skills are evaluated and improved by the formative and summative assessment methods. The teachers and academic staff created a good bonding with the stakeholders to collect their feedback and expectation in the courses. Every semester students submit their online course evaluation survey. This feedback and data are reviewed by the course coordinator to revise the CLOs and PLOs.<\/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
                    \u00a0<\/td>\n\u00a0<\/td>\n<\/tr>\n
                    \n

                    Course Learning Outcomes<\/strong><\/p>\n<\/td>\n

                    		\n

                    Program Learning Outcome<\/strong><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Learning Outcome 1 Moral and Ethics<\/strong><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    E1 – Aware of the value and morality, ethics, sacrifice and honesty<\/p>\n<\/td>\n

                    		\n

                    \u00b7\u00a0\u00a0\u00a0\u00a0 Have morals and ethics<\/p>\n

                    \u00b7\u00a0\u00a0\u00a0\u00a0 Discipline in the study and life Responsibility towards oneself and society<\/p>\n

                    \u00b7\u00a0\u00a0\u00a0\u00a0 Good personalities and able to express themselves appropriately<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    E2 – Be disciplined, punctual and responsible for oneself and society.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    E3 – Respect the rules and regulations of the organization and society<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    E4 –\u00a0 be able to analyze the impact of the aviation industry on individuals organizations and society<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    E5 –\u00a0 having academic and professional ethics<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Learning Outcomes<\/em><\/strong> 2 Knowledge learning outcomes<\/em><\/strong><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    K1 – Have knowledge and understanding of key principles and theories in the content studied.<\/p>\n<\/td>\n

                    		\n

                    \u00b7\u00a0\u00a0\u00a0\u00a0 Have basic knowledge of mathematics and basic science including starting to learn about the basic rules of aviation, airports<\/p>\n

                    \u00b7\u00a0\u00a0\u00a0\u00a0 Have additional basic knowledge of air navigation and air traffic, Aircraft structure and materials, aviation regulations<\/p>\n

                    \u00b7\u00a0\u00a0\u00a0\u00a0 Professional knowledge in the aviation industry, aviation regulations and safety<\/p>\n

                    \u00b7\u00a0\u00a0\u00a0\u00a0 Knowledge of various systems of the plane and human factors affecting flight<\/p>\n

                    \u00b7\u00a0\u00a0\u00a0\u00a0 \u00a0<\/p>\n

                    \u00b7\u00a0\u00a0\u00a0\u00a0 Have knowledge and understanding of aviation accident investigation principles, and learn various systems of aircraft<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    K2 – Be able to analyze problem and, understand and explain aviation requirements.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    K3 – Able to apply knowledge, skills and use of appropriate tools to solve problems.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    K4 – Be able to analyze, design, and improve aviation management systems to meet professional requirements.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    K5 – Be able to integrate knowledge in the study with knowledge in other fields. Related<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Learning Outcomes<\/em><\/strong> 3<\/strong> Cognitive skills learning outcomes<\/em><\/strong><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    C1 – Develop concepts with careful consideration. under the sufficiency of information and systematically<\/p>\n<\/td>\n

                    		\n

                    Able to apply basic knowledge of human factors in aviation, flight safety<\/p>\n

                    Have in-depth knowledge and skills in specific professional subjects and air navigation management such as meteorology, aircraft components and systems, flight performance aircraft performance control<\/p>\n

                    Preparation of aviation information and airport management<\/p>\n

                    Have sufficient knowledge and skills for further study at a higher level<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    C2 – be able to solve problems with scientific processes<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    C3 – be able to solve complex problems in learning management Propose solutions and lead to creative solutions.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    C4 – Possess intellectual leadership in creative thinking and visionary development of learning management.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Learning Outcomes<\/em><\/strong> 4 Interpersonal Skills and Responsibilities<\/em><\/strong><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    I1 – Able to communicate with a wide range of people and able to converse effectively in both Thai and foreign languages<\/p>\n<\/td>\n

                    		\n

                    Have knowledge and skills, good human relations high responsibility, professional ethics, have a high level of English language skills and practice to take the exam and become a pilot Air Cargo Aviation Support Officer or related businesses<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    I2 – can provide assistance and facilitate resolving various situations in the group both in the role of leader and team member<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    I3 – Able to use knowledge in science to guide society on appropriate issues.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    I4 – Be responsible for one’s own actions and responsible for work in the group.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Learning Outcomes<\/em><\/strong> 5 Numerical Analysis, Communication and Information Technology Skills<\/em><\/strong><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    N1 – Skilled in using statistical or mathematical techniques to make creative decisions in interpretation. and suggest ways to solve problems or disputes<\/p>\n<\/td>\n

                    		\n

                    Be able to search for information and knowledge Able to present or communicate in English<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    N2 – Be able to communicate effectively both verbally and in writing. Know how to choose and use presentation styles that are suitable for different problems and audience groups.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    N3 – Able to select suitable information technology and communication techniques for data collection interpreting and communicating information and with caution Be deliberate in sharing information with others. This includes interacting with other people online.<\/p>\n<\/td>\n<\/tr>\n

                    \n

                    N4 – Able to produce video or infographics Without copying other people’s work and having the right copyright<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                    2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders.<\/p>\n\n\n

                    The curriculum is revised based on the comments from employers, graduates, study visit supervisors, Internship supervisors, industrial experts, and students\u2019 feedback to fulfill the current and future expectations of the industry. The stakeholders are requested to submit the survey forms through various communication channels such as the mail and google docs.<\/p>\n\n\n\n\n\n\n\n\n\n
                    \n

                    Stakeholder<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Students<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    instructors<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Internship hosts<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    employer<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Ministry of higher education<\/em><\/p>\n<\/td>\n<\/tr>\n

                    \n

                    Flight schools<\/em><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                    The department has already implemented the stakeholder’s suggestion during the new curriculum revision in 2020. during this curriculum revision, the AR major introduced the 3 major career elective subjects based on the stakeholder and review committee meeting suggestions. These 3 major electives focus on pilot training, aviation communication, and other aviation fields. so the students can choose their elective subjects based on their willingness to find their future career path. Also, we collected suggestions and opinions to update the curriculum for the next academic year – 2024.\u00a0<\/p>\n

                    Suggestions from the stakeholders to implement the updation in the upcoming revision:<\/p>\n

                      \n
                    1. Incorporate the ICAO safety procedures and policies in the cargo handling subject.<\/li>\n
                    2. Incorporate the more advanced detailed contents of meteorological studies in aviation metrology subject.<\/li>\n<\/ol>\n\n\n

                      2.4 The contribution made by each course in achieving the expected learning outcomes is shown to be clear.<\/p>\n\n\n

                      The AR program committee has the responsibility to evaluate and measure all the courses that are aligned with PLO to achieve the ELO. The course structure is framed and aligned with respect to the PLO. Also, the subjects are focused on generic and specific courses to teach the fundamental skills followed by the higher-order thinking skills in specific subjects. All these generic and specific courses have the major and minor learning outcomes to achieve the expected learning outcome.<\/p>\n

                      The instructors follow these outcomes during the lesson plan preparation and assigning the tasks to the students. These outcomes are mentioned in the TQF3.<\/p>\n\n\n\n\n\n
                      \n

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

                      		\n

                      Moral and Ethical<\/strong><\/p>\n<\/td>\n

                      		\n


                      Knowledge<\/strong><\/p>\n

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

                      		\n

                      Cognitive \/ Intellectual<\/strong><\/p>\n<\/td>\n

                      		\n

                      Interpersonal Skills and Responsibility<\/strong><\/p>\n<\/td>\n

                      		\n

                      Numerical and Information Literacy<\/strong><\/p>\n<\/td>\n<\/tr>\n

                      \n

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

                      		\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 1.3. Reflective act of compliance or positive inclination toward rules, regulations and custom of the organization and society<\/p>\n<\/td>\n

                      		\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 2.3. Practical understanding to apply relevant knowledge, skills and tools to solve the problems<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 2.5. Integrated and applied knowledge of the major subjects and their applications to other relevant subjects<\/p>\n<\/td>\n

                      		\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 3.2. Effective use of scientific methodsto solve problems<\/p>\n<\/td>\n

                      		\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 4.2. Helpful contribution and facilitation in situational problem solving as a team leader or team member<\/p>\n<\/td>\n

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

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

                      		\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 1.1. Rationale and reflection based on honesty and integrity, self-sacrifice and moral or ethical choices<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 1.2. Personal appearance in terms of self-discipline and punctuality(and responsibilities for profession and society)<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 1.4. Self-perception about impact or contribution that one’s major subjects have toward people, organization and society<\/p>\n

                      1.5. Reflective practice and ethical decision based on academic and professional codes of ethics<\/p>\n<\/td>\n

                      		\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 2.1. Sound knowledge and understanding about principles and theories of the subject(s)<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 2.2. Analytical thinking and understanding to elaborate in academic terms the requirements of aeronautics<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 2.4. Analytical understanding to help design or improve the management practice of aeronautics to meet the new regulations<\/p>\n<\/td>\n

                      		\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 3.1. Conceptual and systematic thinking based on available information<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 3.3. Problem solving skills that can resolve complex scenarios of learning into creative solutions<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 3.4. Creative thinking and intellectual leadership in terms of innovative and visionary teaching & learning<\/p>\n<\/td>\n

                      		\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 4.1. Effective communication with range of people in Thai and English<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 4.3. Contribution to the society scholarly guidance in issues related to the subject matters<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 4.4. Accountability to self-responsibility and group performance<\/p>\n<\/td>\n

                      		\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 5.1. Skillful use of essential tools readily available to accomplish tasks involving computers<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 5.2. Creative problem solving skills based on mathematical information or applied statistics<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 5.3. Effective verbal or written communication with appropriate use of presentation media<\/p>\n

                      \u00b7\u00a0\u00a0\u00a0\u00a0 5.4. Appropriate use of information and communication technology<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                      2.5 The curriculum to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialised courses), and are integrated.<\/p>\n\n\n