{"id":5628,"date":"2023-01-04T02:53:50","date_gmt":"2023-01-04T02:53:50","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=bba_program&p=5628"},"modified":"2024-06-24T01:19:39","modified_gmt":"2024-06-24T01:19:39","slug":"component-5-evaluation-assessment","status":"publish","type":"bba_program","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?bba_program=component-5-evaluation-assessment","title":{"rendered":"Criterion 5 – Academic Staff"},"content":{"rendered":"\n

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

\n
AUNQA requirements for Criterion 5<\/h5><\/div>
<\/span><\/div><\/div>
\n

TRSU QA uses each of the AUNQA criterion requirements below to assess the relevant QA practice of a program. <\/p>\n\n\n\n

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

The academic staff planning (including succession, promotion, redeployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service.<\/p>\n\n\n\n

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

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

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

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

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

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

        \n
        Diagnostic questions<\/h5><\/div>
        <\/span><\/div><\/div>
        \n
          \n
        • Are the academic duties allocated appropriate to qualifications, experience and aptitude?<\/li>\n\n\n\n
        • What types of research activities are carried out by academic staff? Are these activities aligned to the vision and mission of the university and faculty?<\/li>\n\n\n\n
        • Is conscious effort made to involve professors in mentoring and\/or training the junior or new academic staff?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          5.5 Merit system<\/h5><\/div>
          <\/span><\/div><\/div>
          \n

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

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

            The rights and privileges, benefits, roles and relationships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood.<\/p>\n\n\n\n

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

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

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

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

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

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

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

                  The QA practice<\/em><\/strong> to fulfil the criterion<\/em> is not implemented<\/strong><\/em>. 
                  There are no<\/em><\/strong> plans<\/strong>, documents, evidences or results<\/strong><\/em> available. 
                  Immediate improvement must be made.<\/p>\n<\/div><\/div>\n\n\n\n

                  2. Inadequate and improvement is necessary<\/h5><\/div>
                  <\/span><\/div><\/div>
                  \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

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

                      Performance<\/strong><\/p>\n

                      The Faculty of Business Administration, which oversees the Bachelor of Business Administration program, prioritizes academic staff planning to ensure a sufficient number of high-quality faculty members. This planning is crucial for maintaining the highest quality education and achieving institutional objectives.<\/p>\n

                      For lecturers specializing in International Business, Logistics, and Tourism and Hotel, a comprehensive plan was developed and communicated during the Faculty meeting of the academic year 2023-2024. This plan outlined the specific responsibilities and tasks assigned to each lecturer, which they diligently followed and completed to the best of their abilities. Additionally, the program has systems and mechanisms in place to promote and develop faculty members, including:<\/p>\n

                        \n
                      1. Provided a training sessions and workshops on writing TQF 3 and 5, exam question papers, and\u00a0 tables of specifications were organized and conducted for lecturers.<\/li>\n
                      2. Organized a mentoring program for new faculty members aimed at providing guidance on teaching methodologies, research practices, pursuing academic positions, and other relevant responsibilities.<\/li>\n
                      3. Scaffold lecturers in publishing research papers in academic journals<\/li>\n
                      4. Provided training sessions for quality assurance (QA), meeting the program and faculty levels requirements.<\/li>\n
                      5. Conducted “The Academic Title Workshop for Academic Staff,” to assist lecturers in the process of obtaining academic titles.<\/li>\n
                      6. Organized a Capacity-building focused on “Internship Duties and Responsibilities of the Internal Advisor.”<\/li>\n<\/ol>\n

                        As part of the program’s dedication to fostering the professional growth of its lecturers, Dr. Juan Rodrigo B. Del Villar has recently completed his Master of Arts in Educational Management.<\/p>\n\n\n

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

                        Performance<\/strong><\/p>\n

                        The program ensures that the workload of lecturers is appropriately balanced to enable efficient job performance in teaching, research, and academic service. Workload distribution among lecturers is carefully managed to ensure fairness and suitability, taking into account individual teaching responsibilities, research duties, and academic service obligations. Data on teaching activities are utilized to calculate faculty workload, serving as a guideline for curriculum management.<\/p>\n\n\n\n\n\n\n\n\n\n\n
                        \n

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

                        		\n

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

                        		\n

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

                        		\n

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

                        		\n

                        Percentage of PhD<\/strong><\/p>\n<\/td>\n<\/tr>\n

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

                        Headcount<\/p>\n<\/td>\n

                        		\n

                        FTEs<\/p>\n<\/td>\n

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

                        Professor<\/p>\n<\/td>\n

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

                        Associate\/Assistant Professors<\/p>\n<\/td>\n

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

                        Full-time Lecturers<\/p>\n<\/td>\n

                        		\n

                        6<\/p>\n<\/td>\n

                        		\n

                        3<\/p>\n<\/td>\n

                        		\n

                        9<\/p>\n<\/td>\n

                        		\n

                        0.5<\/p>\n<\/td>\n

                        		\n

                        33.33%<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        Part-time Lecturers<\/p>\n<\/td>\n

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

                        Visiting Professors\/Lecturers<\/p>\n<\/td>\n

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

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

                        		\n

                        6<\/p>\n<\/td>\n

                        		\n

                        3<\/p>\n<\/td>\n

                        		\n

                        9<\/p>\n<\/td>\n

                        		\n

                        0.5<\/p>\n<\/td>\n

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

                        Total hours worked by all employees=20 hours\/week<\/p>\n

                        So, with .05 FTE, the total workload is maximum to 20 hours of work per week. The program monitors the lecturer-to-student ratio continuously to inform curriculum development and improvement efforts. Notably, in the academic year 2023-2024, the lecturer-to-student ratio is 1:8.<\/p>\n\n\n\n\n
                        \n

                        Category<\/p>\n<\/td>\n

                        		\n

                        FTEs of Academic staff<\/p>\n<\/td>\n

                        		\n

                        Total FTEs of students<\/p>\n<\/td>\n

                        		\n

                        Staff-to-student Ratio<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        AY 2023 – 2024<\/p>\n<\/td>\n

                        		\n

                        0.5<\/p>\n<\/td>\n

                        		\n

                        0.93<\/p>\n<\/td>\n

                        		\n

                        0.1184 or 1 staff is equivalent to 8 students<\/p>\n

                        Note: 9 lecturers and 76 students<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                        Academic Staff FTEs<\/strong><\/p>\n

                        \u00a0<\/strong>FTEs\u00a0\u00a0\u00a0 = Standard Full-Time Hours \/ Total Hours Worked<\/p>\n

                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 = 20 hours x 9 lecturers \/ 9 lecturers x 40 hours per week<\/p>\n

                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 = 180 hours \/ 360 hours<\/p>\n

                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 = .5<\/p>\n

                        FTE (Students)<\/strong><\/p>\n\n\n\n\n
                        \n

                        Year 1-3<\/p>\n<\/td>\n

                        		\n

                        Year 4<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        46 students* 15 credits x 2 semesters<\/p>\n

                        = 1,380<\/p>\n<\/td>\n

                        		\n

                        Semester 1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30 x 15= 450<\/p>\n

                        Semester 2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30 x 6 = \u00a0180<\/p>\n

                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Total Credits= 630<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                        FTE\u00a0\u00a0\u00a0\u00a0 = Standard Full-Time Student Workload \/ Total Student Workload<\/p>\n

                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 = 2,010 hours \/ 2,280 total student workload (assuming they all enroll 15credits \/ semester)<\/p>\n

                        \u200bFTE\u00a0\u00a0\u00a0\u00a0 = .88<\/p>\n

                        Note: This means that the total workload of students is equivalent to the workload of 0.88 full-time students.<\/p>\n

                        \u200bAcademic Staff Research Outputs<\/strong><\/p>\n\n\n\n\n
                        \n

                        School Year<\/p>\n<\/td>\n

                        		\n

                        Number of staff<\/p>\n<\/td>\n

                        		\n

                        Number of Publication<\/p>\n<\/td>\n

                        		\n

                        Percentage<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        AY 2023-2024<\/p>\n<\/td>\n

                        		\n

                        9<\/p>\n<\/td>\n

                        		\n

                        11<\/p>\n<\/td>\n

                        		\n

                        122%<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

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

                        Performance<\/strong><\/p>\n

                        Highly competent and skilled lecturers are paramount for ensuring the delivery of high quality education, conducting research, and contributing to the overall success of the institution. The Bachelor of Business Administration program, in consonance with the policy of St Teresa International University, emphasizes the strengths of academic staff in education, research, and academic service.<\/p>\n

                        Teaching competency is meticulously assessed through various channels, including:<\/p>\n