{"id":5867,"date":"2023-05-08T03:55:26","date_gmt":"2023-05-08T03:55:26","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=bba_program&p=5867"},"modified":"2024-06-25T06:38:31","modified_gmt":"2024-06-25T06:38:31","slug":"component-1-curriculum-standard-2","status":"publish","type":"bba_program","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?bba_program=component-1-curriculum-standard-2","title":{"rendered":"Criterion 1 – Expected Learning Outcomes"},"content":{"rendered":"\n

Criterion 1 – Expected Learning Outcomes<\/strong><\/p>\n\n\n\n

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AUNQA requirements for Criterion 1<\/h5><\/div>
<\/span><\/div><\/div>
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TRSU QA uses the AUNQA criterion requirements below to assess the QA practice of a program.<\/p>\n\n\n\n

1.1 Outcomes formulation<\/h5><\/div>
<\/span><\/div><\/div>
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The expected learning outcomes are appropriately formulated<\/em> in accordance with an established learning taxonomy<\/em>, are aligned to the vision and mission of the university<\/em>, and are known to all stakeholders<\/em>.<\/p>\n\n\n\n

Diagnostic questions<\/h5><\/div>
<\/span><\/div><\/div>
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    \n
  • What is the purpose of the study program?<\/li>\n\n\n\n
  • How are the expected learning outcomes formulated?<\/li>\n\n\n\n
  • How do we measure the ELOs, or know they are achieved?<\/li>\n\n\n\n
  • How are they aligned to the university’s vision and mission?<\/li>\n\n\n\n
  • Do employers have specific requirements for the graduates to meet?<\/li>\n\n\n\n
  • Are the ELOs tuned to the need of employers? By what means?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
    1.2 Outcomes alignment<\/h5><\/div>
    <\/span><\/div><\/div>
    \n

    The expected learning outcomes <\/em>for all courses are appropriately formulated and <\/em>are aligned to<\/em> the expected learning outcomes of the program<\/em>.<\/p>\n\n\n\n

    Diagnostic questions<\/h5><\/div>
    <\/span><\/div><\/div>
    \n
      \n
    • How are the ELOs of courses or CLOs formulated?<\/li>\n\n\n\n
    • How are they aligned with the ELOs of the program or PLOs?<\/li>\n\n\n\n
    • How are the CLOs measured? How do we know they are achieved?<\/li>\n\n\n\n
    • How are CLOs made known to the staff and students?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
      1.3 Transferability<\/h5><\/div>
      <\/span><\/div><\/div>
      \n

      The expected learning outcomes consist of both generic outcomes<\/em> (related to written and oral communication, problem-solving, information technology, team-building skills, etc) and subject specific outcomes<\/em> (related to knowledge and skills of the study discipline).<\/p>\n\n\n\n

      Diagnostic questions<\/h5><\/div>
      <\/span><\/div><\/div>
      \n
        \n
      • How are the subject specific outcomes formulated?<\/li>\n\n\n\n
      • How are the generic outcomes formulated?<\/li>\n\n\n\n
      • How are they measured? How do we know they are achieved?<\/li>\n\n\n\n
      • Are both the outcomes equally important? Or which outcomes are given more emphasis than the other? Why?<\/li>\n\n\n\n
      • Are the generic outcomes valued more to employers than the subject specific outcomes? Or the other way round?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
        1.4 Stakeholders’ input<\/h5><\/div>
        <\/span><\/div><\/div>
        \n

        The requirements of the stakeholders<\/em>, especially the external<\/em> stakeholders, are gathered<\/em>, and that these are reflected in the expected learning outcomes<\/em>.<\/p>\n\n\n\n

        Diagnostic questions<\/h5><\/div>
        <\/span><\/div><\/div>
        \n
          \n
        • How are the requirements of external stakeholders gathered?<\/li>\n\n\n\n
        • How are the requirements used to formulate the ELOs?<\/li>\n\n\n\n
        • How do the PLOs or CLOs reflect the stakeholders’ requirements?<\/li>\n\n\n\n
        • To what extent are the ELOs influenced by the labor market?<\/li>\n\n\n\n
        • Is there a well-defined job profile?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          1.5 Student achievement<\/h5><\/div>
          <\/span><\/div><\/div>
          \n

          The expected learning outcomes are achieved by the students by the time they graduate<\/em>.<\/p>\n\n\n\n

          Diagnostic questions<\/h5><\/div>
          <\/span><\/div><\/div>
          \n
            \n
          • How is the achievement of the learning outcomes measured?<\/li>\n\n\n\n
          • To what extent have the learning outcomes been achieved?<\/li>\n\n\n\n
          • How are the learning outcomes translated to concrete requirements of the graduates?<\/li>\n\n\n\n
          • Are the learning outcomes reviewed periodically? What changes or improvement are considered?<\/li>\n<\/ul>\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 item<\/td>2 items<\/td>3 items<\/td>4 items<\/td>5 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 Results<\/strong><\/p>\n\n\n\n

                1.1 The programme to show that the expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders.<\/em><\/strong><\/p>\n\n\n\n

                Thai Qualifications Framework for Higher Education (TQF-HEd)<\/strong>
                The BBA program was last revised in 2020 by deriving the program learning outcomes<\/em><\/strong> based on the standard descriptions of Learning Outcomes which are broad-based, generic and common to all degree programs to be offered by any higher education institutes in Thailand. The given LOs are based on the standard descriptions and categories and are known as Thai Qualification Framework for Higher Education (TQF-HEd or TQF). The standard LOs are divided to five (5) categories, namely Moral & Ethics, Knowledge, Cognitive skills, Interpersonal skills and Responsibilities, Numerical and Information literacy.<\/em><\/p>\n\n\n\n

                Moral & Ethics<\/strong><\/em>
                (levels: personal > professional > societal ethics)<\/td>                		E1. Personal integrity<\/em><\/strong>: resolve conflicts into ethical or moral choices<\/td>E2. Professional ethics<\/em><\/strong>:<\/em> show self consistency between moral & ethical belief and behavior<\/td>E3. Fellowship of societ<\/em><\/strong>y<\/strong><\/em>:
                show self responsibility, membership roles,
                leadership & volunteer
                for social development<\/td><\/tr>
                Moral & Ethics<\/strong><\/em>
                (self discipline to social standards)<\/td>                		E4. Self actualization to discipline<\/em><\/strong>:<\/em> show consistency between self discipline and good social standards<\/td><\/td><\/td><\/tr>
                Knowledge<\/strong><\/em>
                (levels: understand > apply > evaluate-create)<\/td>                		K1. Professional knowledge<\/em><\/strong>:
                articulate business theories & practices that are systematic, global and up-to-date<\/td>                		K2.<\/strong> Application knowledge<\/em><\/strong>:
                derive knowledge from application of business concepts to other relevant subjects<\/td>                		K3. Research know-how<\/em><\/strong>:
                show procedural knowledge
                in research for professional
                & knowledge advancement<\/td><\/tr>
                Cognitive skills<\/strong><\/em>
                (levels: solve seen problems > apply to unseen > conceptualize for profession)<\/td>                		C1. Problem solving<\/em><\/strong>: analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately<\/td>C2. Knowledge application<\/em><\/strong>:
                apply theoretical & practical knowledge appropriately in field work, practicum or actual jobs<\/td>                		C3. Professional\/personal development<\/em><\/strong>:
                apply business or technical innovation to enhance professional skills & effectiveness<\/td><\/tr>
                Interpersonal skills and responsibilities<\/strong><\/em>
                (levels: self > team > leader) <\/td>                		I1. Cooperation & efficiency<\/em><\/strong>: accomplish group assignments or tasks efficiently<\/td>I2. Teamwork & human relations<\/em><\/strong>: show good teamwork skills & human relation, and adapt well to changes in organization<\/td>I3. Leaderships<\/em><\/strong>: show creativity to lead or follow teams and facilitate problem solving<\/td><\/tr>
                Interpersonal skills and responsibilities<\/strong><\/em>
                (level: professional responsibility)<\/td>                		I4. Self advancement<\/em><\/strong>: show responsibility to advance oneself in knowledge and professional skills<\/td><\/td><\/td><\/tr>
                Numerical and information literacy<\/strong><\/em>
                (levels: analyze > communicate concept > organize knowledge)<\/td>                		N1. Quantitative analysis<\/em><\/strong>: analyze and interpret data to make creative decision or find good solutions to quantitative problems<\/td>N2. Communication proficiency<\/em><\/strong>: communicate effectively using methods & skills suitable for variety of problems or audiences<\/td>N3. Information systems know-how<\/em><\/strong>:
                use information technology
                or solutions effectively to store, retrieve, present and communicate meanings of information to users<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
                Vision or Mission statements<\/strong><\/td>PLOs that align<\/strong><\/td><\/tr>
                Vision:<\/em>\u00a0To be a University of choice in professional education, accreditation standards and
                international recognition. <\/td>                		E3, K2, C3, I3, N2<\/td><\/tr>
                Mission<\/em> 1: To produce graduates with high academic achievement and English proficiency.<\/td>K2, C2, I4, N2<\/td><\/tr>
                Mission<\/em> 2: To develop research and academic works for an international recognition.<\/td>K1, K2, K3, C3<\/td><\/tr>
                Values<\/em>: Outstanding performance in education and professional training<\/td>K2, K3, C1, C2<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n

                The Bachelor of Business Administration (BBA) program has three areas of specialization, namely:<\/p>\n

                  \n
                1. International Business<\/li>\n
                2. Logistics Management<\/li>\n
                3. Tourism and Hotel Management<\/li>\n<\/ol>\n

                  Plan:<\/strong><\/em> The Bachelor of Business Administration program initiates the formulation of Learning Outcomes through a structured planning phase, involving key stakeholders (identified in TQF2). This phase is essential to ensuring that the learning outcomes are aligned with the industry requirements and relevant to the academic standards. Additionally, the vision and mission of the institution must serve as the guide for this endeavor.<\/p>\n

                  Do: <\/em><\/strong>In this stage, meetings and discussions are done to come up with the initial set of learning outcomes. It is essential to understand the role of key stakeholders in this stage to integrate the requirements and expectations. Additionally, the Bloom\u2019s Taxonomy is used as the guiding principle to determine the categorization of the learning outcomes from understanding to higher-order thinking skills.<\/p>\n

                  Check:<\/strong> <\/em>The learning outcomes will then be reviewed by the committee formed to review and compare the learning outcomes against the institutional requirements, national standards, and global practices. This process is an essential stage to ensure alignment and relevance. In this stage, learning outcomes should be stated clearly demonstrating SMART (specific, measurable, attainable, relevant, and time-bound)<\/p>\n

                  Improve:<\/strong><\/em> In the process of reviewing and checking, the expected learning outcomes are refined and finalized. This phase is necessary to update the learning outcomes in the dynamics of the industry and changing needs and trends in the market. Adjusting the learning outcomes<\/p>\n

                  The curriculum is due to be revised every five years, ensuring industry relevance and addressing the market needs. The TQF2 was approved by the Office of Higher Education Commission (OHEC) in 2020. The latest version is the BBA Program 2020 offered for cohorts of 2020 and 2021. The BBA Program curriculum was based on the Thai Qualifications Framework for Higher Education (TQF) and regulated by the Office of Higher Education Commission (OHEC), Ministry of Higher Education, Science, Research and Innovation (MHESI), Thailand. There were five dimensions of PLOs derived from the needs of the stakeholders and distributed into the courses as CLOs by curriculum mapping. [Curriculum mapping Appendix TQF 2]<\/p>\n

                  The learning outcomes of the BBA program (latest revised and used from 2020) are divided into 5 groups namely Moral and Ethics, Knowledge, Cognitive skills, Interpersonal skills and Responsibility, and Numerical and Information Communication skills. The program LOs are derived based on the institutional vision and mission as well as the general description of learning outcomes given by the Commission on Higher Education, the Ministry of Education, as follows.<\/p>\n

                  VISION:<\/strong><\/p>\n

                  St Teresa International University intends to be a leading university that is acknowledged and accepted nationally and internationally.<\/p>\n

                  MISSION<\/strong>:<\/p>\n

                    \n
                  1. Produce graduates with high academic achievement and English language proficiency.<\/li>\n
                  2. Develop research and academic works that are acknowledged and recognized nationally and internationally.<\/li>\n
                  3. Establish the center of professional development in Education, Health and English Language Competency.<\/li>\n
                  4. Preserve Thai and International arts and culture to form a coexisting multicultural society.<\/li>\n
                  5. Employ an administrative system that achieves excellence in organizational management<\/li>\n<\/ol>\n

                    PROGRAM OBJECTIVES<\/strong><\/p>\n

                      \n
                    1. \u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e1c\u0e25\u0e34\u0e15\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15\u0e43\u0e2b\u0e49\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e08\u0e31\u0e14\u0e01\u0e32\u0e23\u0e1b\u0e31\u0e0d\u0e2b\u0e32\u0e17\u0e32\u0e07\u0e04\u0e38\u0e13\u0e18\u0e23\u0e23\u0e21 \u0e08\u0e23\u0e34\u0e22\u0e18\u0e23\u0e23\u0e21 \u0e41\u0e25\u0e30\u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e\u0e42\u0e14\u0e22\u0e43\u0e0a\u0e49\u0e14\u0e38\u0e25\u0e22\u0e1e\u0e34\u0e19\u0e34\u0e08\u0e17\u0e32\u0e07\u0e04\u0e48\u0e32\u0e19\u0e34\u0e22\u0e21 \u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e2a\u0e36\u0e01\u0e02\u0e2d\u0e07\u0e1c\u0e39\u0e49\u0e2d\u0e37\u0e48\u0e19 \u0e04\u0e48\u0e32\u0e19\u0e34\u0e22\u0e21\u0e1e\u0e37\u0e49\u0e19\u0e10\u0e32\u0e19 \u0e41\u0e25\u0e30\u0e08\u0e23\u0e23\u0e22\u0e32\u0e1a\u0e23\u0e23\u0e13\u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e \u0e41\u0e2a\u0e14\u0e07\u0e2d\u0e2d\u0e01\u0e0b\u0e36\u0e48\u0e07\u0e1e\u0e24\u0e15\u0e34\u0e01\u0e23\u0e23\u0e21\u0e17\u0e32\u0e07\u0e14\u0e49\u0e32\u0e19\u0e04\u0e38\u0e13\u0e18\u0e23\u0e23\u0e21\u0e41\u0e25\u0e30\u0e08\u0e23\u0e34\u0e22\u0e18\u0e23\u0e23\u0e21 \u0e2d\u0e32\u0e17\u0e34 \u0e27\u0e34\u0e19\u0e31\u0e22 \u0e04\u0e27\u0e32\u0e21\u0e23\u0e31\u0e1a\u0e1c\u0e34\u0e14\u0e0a\u0e2d\u0e1a \u0e0b\u0e37\u0e48\u0e2d\u0e2a\u0e31\u0e15\u0e22\u0e4c\u0e2a\u0e38\u0e15\u0e08\u0e23\u0e34\u0e15 \u0e40\u0e2a\u0e35\u0e22\u0e2a\u0e25\u0e30 \u0e40\u0e1b\u0e47\u0e19\u0e41\u0e1a\u0e1a\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e17\u0e35\u0e48\u0e14\u0e35 \u0e40\u0e02\u0e49\u0e32\u0e43\u0e08\u0e1c\u0e39\u0e49\u0e2d\u0e37\u0e48\u0e19 \u0e41\u0e25\u0e30\u0e40\u0e02\u0e49\u0e32\u0e43\u0e08\u0e42\u0e25\u0e01<\/li>\n
                    2. \u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e1c\u0e25\u0e34\u0e15\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15\u0e43\u0e2b\u0e49\u0e21\u0e35\u0e2d\u0e07\u0e04\u0e4c\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e43\u0e19\u0e2a\u0e32\u0e02\u0e32\u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e\u0e14\u0e49\u0e32\u0e19\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e18\u0e38\u0e23\u0e01\u0e34\u0e08\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e01\u0e27\u0e49\u0e32\u0e07\u0e02\u0e27\u0e32\u0e07 \u0e41\u0e25\u0e30\u0e40\u0e1b\u0e47\u0e19\u0e23\u0e30\u0e1a\u0e1a \u0e15\u0e23\u0e30\u0e2b\u0e19\u0e31\u0e01 \u0e23\u0e39\u0e49\u0e2b\u0e25\u0e31\u0e01\u0e01\u0e32\u0e23\u0e41\u0e25\u0e30\u0e17\u0e24\u0e29\u0e0e\u0e35\u0e43\u0e19\u0e2d\u0e07\u0e04\u0e4c\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e17\u0e35\u0e48\u0e40\u0e01\u0e35\u0e48\u0e22\u0e27\u0e02\u0e49\u0e2d\u0e07 \u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e40\u0e02\u0e49\u0e32\u0e43\u0e08\u0e40\u0e01\u0e35\u0e48\u0e22\u0e27\u0e01\u0e31\u0e1a\u0e04\u0e27\u0e32\u0e21\u0e01\u0e49\u0e32\u0e27\u0e2b\u0e19\u0e49\u0e32\u0e02\u0e2d\u0e07\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e43\u0e19\u0e2a\u0e32\u0e02\u0e32\u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e\u0e14\u0e49\u0e32\u0e19\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e18\u0e38\u0e23\u0e01\u0e34\u0e08\u0e43\u0e19\u0e2a\u0e32\u0e02\u0e32\u0e17\u0e35\u0e48\u0e28\u0e36\u0e01\u0e29\u0e32 \u0e41\u0e25\u0e30\u0e15\u0e23\u0e30\u0e2b\u0e19\u0e31\u0e01\u0e16\u0e36\u0e07\u0e07\u0e32\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22\u0e43\u0e19\u0e1b\u0e31\u0e08\u0e08\u0e38\u0e1a\u0e31\u0e19\u0e17\u0e35\u0e48\u0e40\u0e01\u0e35\u0e48\u0e22\u0e27\u0e02\u0e49\u0e2d\u0e07\u0e01\u0e31\u0e1a\u0e01\u0e32\u0e23\u0e41\u0e01\u0e49\u0e1b\u0e31\u0e0d\u0e2b\u0e32 \u0e41\u0e25\u0e30\u0e01\u0e32\u0e23\u0e15\u0e48\u0e2d\u0e22\u0e2d\u0e14\u0e2d\u0e07\u0e04\u0e4c\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e41\u0e25\u0e30\u0e08\u0e30\u0e15\u0e49\u0e2d\u0e07\u0e04\u0e23\u0e30\u0e2b\u0e19\u0e31\u0e01\u0e43\u0e19\u0e18\u0e23\u0e23\u0e21\u0e40\u0e19\u0e35\u0e22\u0e21\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34 \u0e01\u0e0e\u0e23\u0e30\u0e40\u0e1a\u0e35\u0e22\u0e1a \u0e02\u0e49\u0e2d\u0e1a\u0e31\u0e07\u0e04\u0e31\u0e1a\u0e17\u0e35\u0e48\u0e40\u0e1b\u0e25\u0e35\u0e48\u0e22\u0e19\u0e41\u0e1b\u0e25\u0e07\u0e15\u0e32\u0e21\u0e2a\u0e16\u0e32\u0e19\u0e01\u0e32\u0e23\u0e13\u0e4c \u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e15\u0e34\u0e14\u0e15\u0e48\u0e2d\u0e2a\u0e37\u0e48\u0e2d\u0e2a\u0e32\u0e23\u0e14\u0e49\u0e27\u0e22\u0e20\u0e32\u0e29\u0e32\u0e2d\u0e31\u0e07\u0e01\u0e24\u0e29\u0e01\u0e31\u0e1a\u0e1c\u0e39\u0e49\u0e1b\u0e23\u0e30\u0e01\u0e2d\u0e1a\u0e01\u0e32\u0e23\u0e17\u0e31\u0e48\u0e27\u0e42\u0e25\u0e01\u0e44\u0e14\u0e49 \u0e23\u0e27\u0e21\u0e17\u0e31\u0e49\u0e07\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e2a\u0e37\u0e48\u0e2d\u0e2a\u0e32\u0e23\u0e02\u0e49\u0e32\u0e21\u0e27\u0e31\u0e12\u0e19\u0e18\u0e23\u0e23\u0e21\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21<\/li>\n
                    3. \u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e1c\u0e25\u0e34\u0e15\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15\u0e43\u0e2b\u0e49\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e43\u0e1d\u0e48\u0e23\u0e39\u0e49 \u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e04\u0e49\u0e19\u0e2b\u0e32\u0e02\u0e49\u0e2d\u0e40\u0e17\u0e47\u0e08\u0e08\u0e23\u0e34\u0e07 \u0e17\u0e33\u0e04\u0e27\u0e32\u0e21\u0e40\u0e02\u0e49\u0e32\u0e43\u0e08\u0e41\u0e25\u0e30\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e41\u0e19\u0e27\u0e04\u0e34\u0e14\u0e41\u0e25\u0e30\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19\u0e43\u0e2b\u0e21\u0e48\u0e46 \u0e08\u0e32\u0e01\u0e41\u0e2b\u0e25\u0e48\u0e07\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e17\u0e35\u0e48\u0e2b\u0e25\u0e32\u0e01\u0e2b\u0e25\u0e32\u0e22 \u0e41\u0e25\u0e30\u0e43\u0e0a\u0e49\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e17\u0e35\u0e48\u0e44\u0e14\u0e49\u0e43\u0e19\u0e01\u0e32\u0e23\u0e41\u0e01\u0e49\u0e44\u0e02\u0e1b\u0e31\u0e0d\u0e2b\u0e32\u0e41\u0e25\u0e30\u0e07\u0e32\u0e19\u0e2d\u0e37\u0e48\u0e19\u0e46 \u0e14\u0e49\u0e27\u0e22\u0e15\u0e19\u0e40\u0e2d\u0e07 \u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e28\u0e36\u0e01\u0e29\u0e32\u0e1b\u0e31\u0e0d\u0e2b\u0e32\u0e17\u0e35\u0e48\u0e04\u0e48\u0e2d\u0e19\u0e02\u0e49\u0e32\u0e07\u0e0b\u0e31\u0e1a\u0e0b\u0e49\u0e2d\u0e19 \u0e41\u0e25\u0e30\u0e40\u0e2a\u0e19\u0e2d\u0e41\u0e19\u0e30\u0e41\u0e19\u0e27\u0e17\u0e32\u0e07\u0e43\u0e19\u0e01\u0e32\u0e23\u0e41\u0e01\u0e49\u0e44\u0e02\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e2a\u0e23\u0e49\u0e32\u0e07\u0e2a\u0e23\u0e23\u0e04\u0e4c\u0e42\u0e14\u0e22\u0e04\u0e33\u0e19\u0e36\u0e07\u0e16\u0e36\u0e07\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e17\u0e32\u0e07\u0e20\u0e32\u0e04\u0e17\u0e24\u0e29\u0e0e\u0e35 \u0e1b\u0e23\u0e30\u0e2a\u0e1a\u0e01\u0e32\u0e23\u0e13\u0e4c\u0e17\u0e32\u0e07\u0e20\u0e32\u0e04\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34 \u0e41\u0e25\u0e30\u0e1c\u0e25\u0e01\u0e23\u0e30\u0e17\u0e1a\u0e08\u0e32\u0e01\u0e01\u0e32\u0e23\u0e15\u0e31\u0e14\u0e2a\u0e34\u0e19\u0e43\u0e08 \u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e43\u0e0a\u0e49\u0e17\u0e31\u0e01\u0e29\u0e30\u0e41\u0e25\u0e30\u0e04\u0e27\u0e32\u0e21\u0e40\u0e02\u0e49\u0e32\u0e43\u0e08\u0e2d\u0e31\u0e19\u0e16\u0e48\u0e2d\u0e07\u0e41\u0e17\u0e49\u0e43\u0e19\u0e40\u0e19\u0e37\u0e49\u0e2d\u0e2b\u0e32\u0e2a\u0e32\u0e23\u0e30\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32 \u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e18\u0e38\u0e23\u0e01\u0e34\u0e08 \u0e01\u0e32\u0e23\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34\u0e07\u0e32\u0e19\u0e1b\u0e23\u0e30\u0e08\u0e33\u0e41\u0e25\u0e30\u0e2b\u0e32\u0e41\u0e19\u0e27\u0e17\u0e32\u0e07\u0e43\u0e2b\u0e21\u0e48\u0e43\u0e19\u0e01\u0e32\u0e23\u0e41\u0e01\u0e49\u0e44\u0e02\u0e1b\u0e31\u0e0d\u0e2b\u0e32\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21<\/li>\n
                    4. \u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e1c\u0e25\u0e34\u0e15\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15\u0e43\u0e2b\u0e49\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e23\u0e48\u0e27\u0e21\u0e07\u0e32\u0e19\u0e01\u0e31\u0e1a\u0e1c\u0e39\u0e49\u0e2d\u0e37\u0e48\u0e19 \u0e21\u0e35\u0e2a\u0e48\u0e27\u0e19\u0e0a\u0e48\u0e27\u0e22\u0e41\u0e25\u0e30\u0e40\u0e2d\u0e37\u0e49\u0e2d\u0e15\u0e48\u0e2d\u0e01\u0e32\u0e23\u0e41\u0e01\u0e49\u0e1b\u0e31\u0e0d\u0e2b\u0e32\u0e43\u0e19\u0e01\u0e25\u0e38\u0e48\u0e21\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e2a\u0e23\u0e49\u0e32\u0e07\u0e2a\u0e23\u0e23\u0e04\u0e4c \u0e44\u0e21\u0e48\u0e27\u0e48\u0e32\u0e08\u0e30\u0e40\u0e1b\u0e47\u0e19\u0e1c\u0e39\u0e49\u0e19\u0e33\u0e2b\u0e23\u0e37\u0e2d\u0e2a\u0e21\u0e32\u0e0a\u0e34\u0e01\u0e02\u0e2d\u0e07\u0e01\u0e25\u0e38\u0e48\u0e21 \u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e41\u0e2a\u0e14\u0e07\u0e2d\u0e2d\u0e01\u0e0b\u0e36\u0e48\u0e07\u0e20\u0e32\u0e27\u0e30\u0e1c\u0e39\u0e49\u0e19\u0e33\u0e43\u0e19\u0e2a\u0e16\u0e32\u0e19\u0e01\u0e32\u0e23\u0e13\u0e4c\u0e15\u0e48\u0e32\u0e07\u0e46 \u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e04\u0e34\u0e14\u0e23\u0e34\u0e40\u0e23\u0e34\u0e48\u0e21\u0e43\u0e19\u0e01\u0e32\u0e23\u0e27\u0e34\u0e40\u0e04\u0e23\u0e32\u0e30\u0e2b\u0e4c\u0e1b\u0e31\u0e0d\u0e2b\u0e32\u0e41\u0e25\u0e30\u0e41\u0e19\u0e27\u0e17\u0e32\u0e07\u0e41\u0e01\u0e49\u0e44\u0e02\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21\u0e1a\u0e19\u0e1e\u0e37\u0e49\u0e19\u0e10\u0e32\u0e19\u0e02\u0e2d\u0e07\u0e15\u0e19\u0e40\u0e2d\u0e07\u0e41\u0e25\u0e30\u0e02\u0e2d\u0e07\u0e01\u0e25\u0e38\u0e48\u0e21 \u0e23\u0e31\u0e1a\u0e1c\u0e34\u0e14\u0e0a\u0e2d\u0e1a\u0e43\u0e19\u0e01\u0e32\u0e23\u0e40\u0e23\u0e35\u0e22\u0e19\u0e23\u0e39\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e15\u0e48\u0e2d\u0e40\u0e19\u0e37\u0e48\u0e2d\u0e07 \u0e23\u0e27\u0e21\u0e17\u0e31\u0e49\u0e07\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e15\u0e19\u0e40\u0e2d\u0e07\u0e41\u0e25\u0e30\u0e2d\u0e32\u0e0a\u0e35\u0e1e<\/li>\n
                    5. \u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e1c\u0e25\u0e34\u0e15\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15\u0e43\u0e2b\u0e49\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e28\u0e36\u0e01\u0e29\u0e32\u0e41\u0e25\u0e30\u0e17\u0e33\u0e04\u0e27\u0e32\u0e21\u0e40\u0e02\u0e49\u0e32\u0e43\u0e08\u0e43\u0e19\u0e1b\u0e23\u0e30\u0e40\u0e14\u0e47\u0e19\u0e1b\u0e31\u0e0d\u0e2b\u0e32 \u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e40\u0e25\u0e37\u0e2d\u0e01\u0e41\u0e25\u0e30\u0e1b\u0e23\u0e30\u0e22\u0e38\u0e01\u0e15\u0e4c\u0e43\u0e0a\u0e49\u0e40\u0e17\u0e04\u0e19\u0e34\u0e04\u0e17\u0e32\u0e07\u0e2a\u0e16\u0e34\u0e15\u0e34\u0e2b\u0e23\u0e37\u0e2d\u0e04\u0e13\u0e34\u0e15\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e4c\u0e17\u0e35\u0e48\u0e40\u0e01\u0e35\u0e48\u0e22\u0e27\u0e02\u0e49\u0e2d\u0e07\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21\u0e43\u0e19\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32\u0e04\u0e49\u0e19\u0e04\u0e27\u0e49\u0e32\u0e41\u0e25\u0e30\u0e40\u0e2a\u0e19\u0e2d\u0e41\u0e19\u0e30\u0e41\u0e19\u0e27\u0e17\u0e32\u0e07\u0e43\u0e19\u0e01\u0e32\u0e23\u0e41\u0e01\u0e49\u0e44\u0e02\u0e1b\u0e31\u0e0d\u0e2b\u0e32 \u0e43\u0e0a\u0e49\u0e40\u0e17\u0e04\u0e42\u0e19\u0e42\u0e25\u0e22\u0e35\u0e2a\u0e32\u0e23\u0e2a\u0e19\u0e40\u0e17\u0e28\u0e43\u0e19\u0e01\u0e32\u0e23\u0e40\u0e01\u0e47\u0e1a\u0e23\u0e27\u0e1a\u0e23\u0e27\u0e21\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25 \u0e1b\u0e23\u0e30\u0e21\u0e27\u0e25\u0e1c\u0e25 \u0e41\u0e1b\u0e25\u0e04\u0e27\u0e32\u0e21\u0e2b\u0e21\u0e32\u0e22 \u0e41\u0e25\u0e30\u0e19\u0e33\u0e40\u0e2a\u0e19\u0e2d\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e2a\u0e32\u0e23\u0e2a\u0e19\u0e40\u0e17\u0e28\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e2a\u0e21\u0e48\u0e33\u0e40\u0e2a\u0e21\u0e2d \u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e2a\u0e37\u0e48\u0e2d\u0e2a\u0e32\u0e23\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e21\u0e35\u0e1b\u0e23\u0e30\u0e2a\u0e34\u0e17\u0e18\u0e34\u0e20\u0e32\u0e1e\u0e17\u0e31\u0e49\u0e07\u0e43\u0e19\u0e01\u0e32\u0e23\u0e1e\u0e39\u0e14 \u0e01\u0e32\u0e23\u0e40\u0e02\u0e35\u0e22\u0e19 \u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e40\u0e25\u0e37\u0e2d\u0e01\u0e43\u0e0a\u0e49\u0e23\u0e39\u0e1b\u0e41\u0e1a\u0e1a\u0e02\u0e2d\u0e07\u0e01\u0e32\u0e23\u0e19\u0e33\u0e40\u0e2a\u0e19\u0e2d\u0e17\u0e35\u0e48\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21\u0e2a\u0e33\u0e2b\u0e23\u0e31\u0e1a\u0e01\u0e25\u0e38\u0e48\u0e21\u0e1a\u0e38\u0e04\u0e04\u0e25\u0e17\u0e35\u0e48\u0e41\u0e15\u0e01\u0e15\u0e48\u0e32\u0e07\u0e01\u0e31\u0e19\u0e44\u0e14\u0e49 \u0e23\u0e27\u0e21\u0e16\u0e36\u0e07\u0e01\u0e32\u0e23\u0e1a\u0e39\u0e23\u0e13\u0e32\u0e01\u0e32\u0e23\u0e27\u0e34\u0e0a\u0e32\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49 \u0e2a\u0e23\u0e49\u0e32\u0e07\u0e19\u0e27\u0e31\u0e15\u0e01\u0e23\u0e23\u0e21\u0e43\u0e2b\u0e21\u0e48\u0e46 \u0e14\u0e49\u0e32\u0e19\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e01\u0e32\u0e23\u0e43\u0e19\u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e\u0e17\u0e35\u0e48\u0e40\u0e25\u0e37\u0e2d\u0e01<\/li>\n
                    6. \u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e43\u0e2b\u0e49\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e19\u0e33\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e44\u0e1b\u0e40\u0e1b\u0e47\u0e19\u0e41\u0e19\u0e27\u0e17\u0e32\u0e07\u0e43\u0e19\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32\u0e43\u0e19\u0e23\u0e30\u0e14\u0e31\u0e1a\u0e2a\u0e39\u0e07\u0e15\u0e48\u0e2d\u0e44\u0e1b\u0e41\u0e25\u0e30\u0e1b\u0e23\u0e30\u0e01\u0e2d\u0e1a\u0e01\u0e34\u0e08\u0e2a\u0e48\u0e27\u0e19\u0e15\u0e31\u0e27\u0e44\u0e14\u0e49<\/li>\n<\/ol>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                      \n

                      Learning Outcome<\/p>\n<\/td>\n

                      		\n

                      Note on the alignment of the LOs to the vision and mission of the university<\/p>\n<\/td>\n

                      		\n

                      Alignment to the Vision and Mission<\/p>\n<\/td>\n

                      		\n

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

                      		\n

                      Bloom\u2019s Taxonomy<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      LO1 Moral and Ethics (Objectives 1 and 6)<\/strong><\/p>\n<\/td>\n

                      		\n

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

                      \n

                      E1 Personal integrity: resolve conflicts into ethical or moral choices<\/p>\n<\/td>\n

                      		\n

                      The university aims to produce graduates who exhibit trustworthiness and employ moral and ethical reasoning when facing challenges in work or life. Our graduates are equipped with ethical awareness and critical thinking, essential to navigate complicated situations both in life or work with integrity, contributing positively to their professional and personal endeavors.\u00a0<\/p>\n<\/td>\n

                      		\n

                      Mission 4\u00a0<\/p>\n<\/td>\n

                      		\n

                      Affective<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      E2 Professional ethics: show self-consistency between moral &ethical belief and behavior\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n<\/td>\n

                      		\n

                      The university wants the graduates to be professionally competent and firmly grounded in moral and ethical principles when addressing real-life and workplace challenges, by consistently choosing to do the right thing in their actions and decisions.<\/p>\n<\/td>\n

                      		\n

                      Mission 4<\/p>\n<\/td>\n

                      		\n

                      Affective<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      E3 Fellowship of society: show self-responsibility, membership roles, leadership & volunteer for social development<\/p>\n<\/td>\n

                      		\n

                      The university aims for its graduates to be socially responsible, possess strong leadership qualities and engage in activities for social transformation thereby contributing to an improved quality of life for all.<\/p>\n<\/td>\n

                      		\n

                      Mission 4<\/p>\n<\/td>\n

                      		\n

                      Affective<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      E4 Self-actualization to discipline: show consistency between self-discipline and good social standards<\/p>\n<\/td>\n

                      		\n

                      The university aspires for its graduates to exemplify good discipline, consistently dealing with members of the society by upholding ethical standards and moral conduct.<\/p>\n<\/td>\n

                      		\n

                      Mission 4<\/p>\n<\/td>\n

                      		\n

                      Affective<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      \u00a0<\/strong>LO2 Knowledge (Objectives 2 and 6)<\/strong><\/p>\n<\/td>\n<\/tr>\n

                      \n

                      K1 Professional knowledge: articulate business theories &practices that are systematic, global and up-to-date<\/p>\n<\/td>\n

                      		\n

                      The university wants for its graduates to demonstrate professional knowledge by applying business theories and concepts, adapt best practices that will help the organization, and staying informed with current local and global business information in the English language.<\/p>\n<\/td>\n

                      		\n

                      Mission 1<\/p>\n<\/td>\n

                      		\n

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

                      		\n

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

                      \n

                      K2 Application knowledge: derive knowledge from application of business concepts to other relevant subjects<\/p>\n<\/td>\n

                      		\n

                      The university wants the graduates to possess and apply fundamental knowledge in business such as Principles of Marketing, Modern Management, Strategic Management, Production and Operation Management<\/p>\n<\/td>\n

                      		\n

                      Mission 5<\/p>\n<\/td>\n

                      		\n

                      Psychomotor<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      K3 Research know-how: show procedural knowledge in research or professional & knowledge advancement<\/p>\n<\/td>\n

                      		\n

                      The university seeks to equip its graduates with a comprehensive understanding and strong foundation of research principles, including gaining insights into key issues within the industry, conducting rigorous business research, employing statistical tools for analysis, and leveraging findings to address challenges effectively.<\/p>\n<\/td>\n

                      		\n

                      Mission 2<\/p>\n<\/td>\n

                      		\n

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

                      		\n

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

                      \n

                      LO3 Cognitive skills (Objectives 3 and 6)<\/strong><\/p>\n<\/td>\n<\/tr>\n

                      \n

                      C1 Problem solving: analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately<\/p>\n<\/td>\n

                      		\n

                      The university seeks graduates to possess and demonstrate problem-solving skills in various professional disciplines related to hospitality and tourism industry, logistic industry and business, providing solution on how to settle the dispute in the most logical and reasonable way.<\/p>\n<\/td>\n

                      		\n

                      Mission 5<\/p>\n<\/td>\n

                      		\n

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

                      		\n

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

                      \n

                      C2 Knowledge application: apply theoretical & practical knowledge appropriately in field work, practicum or actual jobs<\/p>\n<\/td>\n

                      		\n

                      The university wants graduates to apply the theoretical and practical knowledge learned in the program such as Accounting, Business Finance, and Taxation and other courses to analyze, business management and operations.<\/p>\n<\/td>\n

                      		\n

                      Mission 5<\/p>\n<\/td>\n

                      		\n

                      Psychomotor<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      C3 Professional \/personal development: apply business or technical innovation to enhance professional skills & effectiveness<\/p>\n<\/td>\n

                      		\n

                      The university prepares graduates to be business-oriented with knowledge and skills becoming innovation and responsible individuals. Students possess sufficient knowledge and skill for further study in the future.<\/p>\n<\/td>\n

                      		\n

                      Mission 1<\/p>\n<\/td>\n

                      		\n

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

                      		\n

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

                      \n

                      C4 Interpersonal Skills and Responsibilities<\/strong><\/p>\n

                      (Objectives 4 and 6)<\/strong><\/p>\n<\/td>\n

                      		\n

                      The university develops the English proficiency of the students, enabling cross-cultural communication with good leadership and service mindedness, collaborate or work well with other people.<\/p>\n<\/td>\n

                      		\n

                      Mission 1<\/p>\n<\/td>\n

                      		\n

                      Cognitive \/ Affective<\/p>\n<\/td>\n

                      		\n

                      Applying \/ Receiving<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      C5 Numerical Analysis, Communication and Information Technology Skills (Objectives 5 and 6)<\/strong><\/p>\n<\/td>\n

                      		\n

                      The university wants graduate to become tech-savvy by helping the organization interpret data, use updated software for operations, adapt advanced technologies or technical-knowhow and be ready to work in local and global settings.<\/p>\n<\/td>\n

                      		\n

                      Mission 5<\/p>\n<\/td>\n

                      		\n

                      Psychomotor<\/p>\n<\/td>\n

                      		\n

                      Applying<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                      The Learning Outcomes of the BBA program are communicated to stakeholders as show in the table below:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n
                      \n

                      \u00a0Stakeholders<\/strong><\/p>\n<\/td>\n

                      		\n

                      Communication Channel<\/strong><\/p>\n<\/td>\n<\/tr>\n

                      \n

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

                      		\n

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

                      		\n

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

                      \n

                      Administrative, Academic and Non-academic Staff<\/p>\n<\/td>\n

                      		\n

                      Bi-annually<\/p>\n<\/td>\n

                      		Meeting<\/td>\n\n

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

                      \n

                      General Orientation<\/p>\n

                      Faculty of Business Administration<\/p>\n<\/td>\n

                      		\n

                      Bi-annually<\/p>\n

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

                      		\n

                      Meeting<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

                      		\n

                      Semestral (Intensive, First Semester, Second Semester)<\/p>\n<\/td>\n

                      		\n

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

                      		\n

                      \u00b7\u00a0\u00a0 Intensive English Program Orientation<\/p>\n

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

                      \u00b7\u00a0\u00a0 Post-internship Seminar<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Potential students \/ parents<\/p>\n<\/td>\n

                      		\n

                      Annually \/ Casual conversation<\/p>\n<\/td>\n

                      		\n

                      School visit<\/p>\n

                      Program Activities<\/p>\n<\/td>\n

                      		\n

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

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

                      \u00b7\u00a0\u00a0 English camp<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Employers<\/p>\n<\/td>\n

                      		\n

                      Semestral<\/p>\n<\/td>\n

                      		\n

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

                      \u00b7\u00a0\u00a0 Curriculum review<\/p>\n<\/td>\n

                      		\n

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

                      \u00b7\u00a0\u00a0 Formal discussions<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Alumni<\/p>\n<\/td>\n

                      		\n

                      Annual<\/p>\n

                      Bi-annually<\/p>\n<\/td>\n

                      		\n

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

                      \u00b7\u00a0\u00a0 Post-internship<\/p>\n

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

                      \u00b7\u00a0\u00a0 Curriculum review<\/p>\n<\/td>\n

                      		\n

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

                      \u00b7\u00a0\u00a0 Formal discussions<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      General<\/p>\n<\/td>\n

                      		\n

                      Online access<\/p>\n<\/td>\n

                      		\n

                      Online<\/p>\n<\/td>\n

                      		\n

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

                      \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Brochure and other printed materials<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                      1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programme.<\/p>\n\n\n

                      Performance:<\/strong>
                      The Bachelor of Business Administration (BBA) program aims to provide students with generic and course-specific knowledge and skills relevant to working in any organization or pursuing higher studies. The program’s learning outcomes are designed to enable students to acquire knowledge, skills, attitudes, and apply them to solve problems in the future personal and professional endeavors.<\/p>\n

                      To ensure alignment with the program’s learning outcomes, each course within the program has formulated its own set of course learning outcomes (CLOs), which are identified through curriculum mapping.<\/p>\n

                      Hence, the program learning outcomes (PLOs) are considered major learning outcomes within each course, meaning that they are essential components to be assessed and reported on in terms of students’ performance or achievements upon completing the course. This alignment and assessment process ensures that students are adequately prepared to meet the overall objectives of the BBA program.<\/p>\n

                      The course learning outcomes (CLOs) can be designed and aligned at the program level or university-wide level. They can also operate at a more granular scale within an individual course or subject. Typically, lecturers divide their courses into smaller units (e.g. modules or weekly topics), establishing learning outcomes cascaded from the course learning outcomes. Hence, the level of analysis gradually becomes smaller, from course to module to assignment, the learning outcomes tend to be more specific and easily quantifiable. It is understood that program learning outcomes are common to all programs in all types of schools. Outcomes are utilized on many scales, from designing and developing curriculum for a program of study to creating lessons for a single class activity. At the highest level, learning outcomes can be established at the university level. In addition, we can claim that course learning outcomes have to be crafted from the program learning outcomes and written into specific statements of what students learn (Progressivism Educational Philosophical) and what they can do from their learning experience (Constructivism Educational Philosophical).<\/p>\n

                      A learning outcome is a clear, measurable, and specific statement that identifies what learners must know or demonstrate as a result of engaging learning experience, upon successfully passing their study at program and course levels. When a program uses the constructive alignment approach to curriculum design, one basic activity is to choose and develop learning activities that are aligned with intended learning outcomes, ensuring learners achieve the specified learning outcomes. These activities should effectively guide learners toward achieving the specified learning outcomes for a given teaching session, course, or program, while also being practical and suitable for the program’s current context and available resources.<\/p>\n

                      The steps of aligning learning activities, learning outcomes, and assessment with the course and program goals are termed \u201ccurriculum mapping\u201d. At the program level, these three elements are integrated to ensure quality of its graduates. This comprehensive approach ensures effective and coherent to achieve the objectives of the program.<\/p>\n\n\n\n\n\n\n\n\n\n\n
                      \n

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

                      \n

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

                      \n

                      ME 1<\/p>\n<\/td>\n

                      		\n

                      Personal integrity: resolve conflicts into ethical or moral choices<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      ME 2<\/p>\n<\/td>\n

                      		\n

                      Professional ethics: show self-consistency between moral & ethical belief and behavior<\/p>\n<\/td>\n<\/tr>\n

                      \n

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

                      		\n

                      Fellowship of society: show self-responsibility, membership roles, leadership & volunteer for social development<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      ME 4<\/p>\n<\/td>\n

                      		\n

                      Self-actualization to discipline: show consistency between self-discipline and good social standards<\/p>\n<\/td>\n<\/tr>\n

                      \n

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

                      \n

                      K1<\/p>\n<\/td>\n

                      		\n\n\n\n\n
                      \n

                      Professional knowledge: articulate business theories & practices that are systematic, global and up-to-date<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

                      \n

                      K2<\/p>\n<\/td>\n

                      		\n\n\n\n\n
                      \n

                      Application knowledge: derive knowledge from application of business concepts to other relevant subjects<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

                      \n

                      K3<\/p>\n<\/td>\n

                      		\n\n\n\n\n
                      \n

                      Research know-how: show procedural knowledge in research for professional & knowledge advancement<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n

                      \n

                      K4<\/p>\n<\/td>\n

                      		\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                      \n

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

                      \n

                      K5<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      Cognitive Skills<\/strong><\/p>\n<\/td>\n<\/tr>\n

                      \n

                      CS 1<\/p>\n<\/td>\n

                      		\n

                      Problem solving: analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      CS 2<\/p>\n<\/td>\n

                      		\n

                      Knowledge application: apply theoretical & practical knowledge appropriately in field work, practicum or actual jobs<\/p>\n<\/td>\n<\/tr>\n

                      \n

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

                      		\n

                      Professional\/personal development: apply business or technical innovation to enhance professional skills & effectiveness<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Interpersonal Skills and Responsibilities<\/strong><\/p>\n<\/td>\n<\/tr>\n

                      \n

                      ISR 1<\/p>\n<\/td>\n

                      		\n

                      Self-advancement: show responsibility to advance oneself in knowledge and professional skills<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      ISR 2<\/p>\n<\/td>\n

                      		\n

                      Cooperation & efficiency: accomplish group assignments or tasks efficiently<\/p>\n<\/td>\n<\/tr>\n

                      \n

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

                      		\n

                      Teamwork & human relations: show good teamwork skills & human relation, and adapt well to changes in organization<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      ISR 4<\/p>\n<\/td>\n

                      		\n

                      Leaderships: show creativity to lead or follow teams and facilitate problem solving<\/p>\n<\/td>\n<\/tr>\n

                      \n

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

                      \n

                      NIL 1<\/p>\n<\/td>\n

                      		\n

                      Quantitative analysis: analyze and interpret data to make creative decision or find good solutions to quantitative problems<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      NIL 2<\/p>\n<\/td>\n

                      		\n

                      Communication proficiency: communicate effectively using methods & skills suitable for variety of problems or audiences<\/p>\n<\/td>\n<\/tr>\n

                      \n

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

                      		\n

                      Information systems know-how: use information technology or solutions effectively to store, retrieve, present and communicate meanings of information to users<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      NIL 4<\/p>\n<\/td>\n

                      		\n

                      Able to produce video or info graphics Without copying other people\u2019s work and having the right copyright<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                      \n

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

                      		\n

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

                      		\n

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

                      		\n

                      Alignment to the intended learning outcome<\/strong><\/p>\n<\/td>\n<\/tr>\n

                      \n

                      214 409<\/p>\n<\/td>\n

                      		\n

                      Strategic Management<\/p>\n<\/td>\n

                      		\n

                      Demonstrate understanding and practical application of the ethical standards in learning, uphold academic integrity, appropriate reference to others’ ideas, and truthful presentation of findings and conclusions.<\/p>\n<\/td>\n

                      		\n

                      ME 2<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Exhibit knowledge in research using various sources of information to advance the understanding and\u00a0solving business case problems especially applying knowledge in appropriate business strategies.<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      Analyze the\u00a0case materials that requires strategic management. Apply learning in solving cases and experiential learning of strategic management activities.<\/p>\n<\/td>\n

                      		\n

                      CS 1<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Prepare a\u00a0self-advancement to improve\u00a0knowledge and professional skills through\u00a0up-to-date information from relevant sources like the electronic sources and books of recent copyright to develop the\u00a0group term paper on strategic planning.<\/p>\n<\/td>\n

                      		\n

                      ISR 1<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Generate\u00a0quantitative strategies and techniques particularly in the making of matrices named SPACE, BCG, TOWS, IE, GS to strategically position a small business unit and identify the applicable strategies.\u00a0<\/p>\n<\/td>\n

                      		\n

                      NIL 1<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      214 497<\/p>\n<\/td>\n

                      		\n

                      Research in International Business\/ Research in Tourism and Hotel\/ Research in Logistics Management<\/p>\n<\/td>\n

                      		\n

                      Demonstrate a disciplined behaviour consistent with \u00a0social standard; and to uphold academic integrity by advocating and practicing code of conduct inside and outside the classroom<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      Demonstrate interest in exploring new areas for application of their research knowledge with social development concern. Students are\u00a0also expected to perform research through business and marketing concepts with multidisciplinary approach.<\/p>\n<\/td>\n

                      		\n

                      K2<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately<\/p>\n<\/td>\n

                      		\n

                      CS 1<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Demonstrate\u00a0leadership skills in assigning every member a particular work and in facilitate\u00a0the resolution of encountered problems in the completion of the groups’ outputs.<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      Demonstrate strong communication skills to carry out professional activities effectively in diverse and adverse environments particularly on the impacts of globalization, technology, and changing nature of work.<\/p>\n<\/td>\n

                      		\n

                      NIL 2<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      use information technology in operation research. Understanding the use and benefits of a QA software to improve operation management.<\/p>\n<\/td>\n

                      		\n

                      NIL 3<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                      1.3 The programme to show that the expected learning outcomes consist of both generic outcomes (related to written and oral communication, problem solving, information technology, teambuilding skills, etc) and subject specific outcomes (related to knowledge and skills of the study discipline).<\/p>\n\n\n

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

                      The Bachelor of Business Administration program objectives are formulated, and are used to design the program learning outcomes. This is further used to formulate the the course intended learning outcome as stipulated in the TQF2 (curriculum mapping).<\/p>\n

                      The expected learning outcomes can be separated into both subject-specific and generic skills. The learning outcomes of the BBA program (latest revised and used in 2020) are divided into 5 groups: moral and ethical, Knowledge, Cognitive skills, Interpersonal skills and Responsibility, and Numerical and informational Communication skills.<\/em><\/strong> Subject-specific outcomes are procedural and managerial knowledge and operational skills of the specific industries (International Business, Logistics management, Tourism, and Hotel management). Generic learning outcomes, on the other hand, are common skills universal to any subject area, such as problem-solving skills, communication, ethics, IT, leadership, teamwork, etc.<\/p>\n

                      The department head monitors the matching of the formulation of the specific learning outcomes in the TQF 3. The designed learning outcomes appropriate to the learning management are shown in the TQF 3. The assigned lecturer has to prepare the TQF 3, showing the learning outcomes to be achieved by the students in every topic listed in the course. The lecturer should assure that the learning outcomes are observed, practiced, performed, and assessed.<\/p>\n

                      A responsible course checker will monitor the progress of the TQF 3, ensuring that all learning outcomes are aligned to the CLO, PLO, and course description. The details of the learning outcome in each area are mentioned in Chapter 4 of TQF-2.The subject-specific learning outcomes are in accordance with the OHEC and Ministry standards of competency for bachelor\u2019s degree graduates. The generic learning outcomes aim to develop a future global citizen, lifelong learner, and co-creator.<\/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

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

                      		\n

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

                      		\n

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

                      \n

                      Group 1 Moral and Ethics<\/strong><\/p>\n<\/td>\n

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

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

                      		\n

                      Critical thinking \/ Ethical Decision-making<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

                      		\n

                      Self-discipline<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

                      		\n

                      Self-discipline<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      Be able to analyze the impact of the industry on individuals, organizations, and society<\/p>\n<\/td>\n

                      		\n

                      Self-discipline<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      Exhibit academic and professional ethics<\/p>\n<\/td>\n

                      		\n

                      Integrity<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      Group 2 Knowledge<\/strong><\/p>\n<\/td>\n

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

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

                      		\n

                      Self-responsibility<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

                      		\n

                      Analytical thinking<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

                      		\n

                      Problem-solving<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

                      		\n

                      Systems thinking<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

                      		\n

                      Integration of knowledge<\/p>\n<\/td>\n

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

                      Knowledge and understanding of principles and theories in a broad and systematic general knowledgebase<\/p>\n<\/td>\n

                      		\n

                      Analytical Skills<\/p>\n<\/td>\n

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

                      Have knowledge, understanding and ability to use language for communication taking into account the context of Thai and international society<\/p>\n<\/td>\n

                      		\n

                      Communication Skills<\/p>\n<\/td>\n

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

                      Have knowledge and understanding of the thinking system life goals, arts, culture, and human relations and daily life including applying it to solve their problems.<\/p>\n<\/td>\n

                      		\n

                      Cultural Awareness<\/p>\n<\/td>\n

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

                      Have the ability to learn can use technology to search for knowledge related to living in society<\/p>\n<\/td>\n

                      		\n

                      Technological Literacy<\/p>\n<\/td>\n

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

                      Have basic knowledge and understanding of social, economic, political, and scientific and technological phenomena and changes.<\/p>\n<\/td>\n

                      		\n

                      Social Awareness<\/p>\n<\/td>\n

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

                      Learning Outcomes 3 Cognitive skills<\/strong><\/p>\n<\/td>\n

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

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

                      		\n<\/td>\n\n

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

                      \n

                      Be able to solve problems with scientific processes<\/p>\n<\/td>\n

                      		\n

                      Problem-solving<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

                      		\n

                      Leadership skills<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

                      		\n

                      Leadership skills<\/p>\n<\/td>\n

                      		\n

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

                      \n

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

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

                      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

                      Cultural sensitivity \/ cross-communication<\/p>\n<\/td>\n

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

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

                      		\n

                      Interpersonal communication<\/p>\n<\/td>\n

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

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

                      		\n

                      Problem-solving<\/p>\n<\/td>\n

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

                      Be responsible for one\u2019s own actions and responsible for work in the group.<\/p>\n<\/td>\n

                      		\n

                      Self-responsibility<\/p>\n<\/td>\n

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

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

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

                      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

                      Problem-solving<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      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

                      		\n

                      Communication skills<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      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

                      		\n

                      Information Literacy<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      Able to produce video or infographics without copying other people\u2019s work and having the right copyright<\/p>\n<\/td>\n

                      		\n

                      Creativity<\/p>\n<\/td>\n

                      		\n

                      *<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                      \n

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

                      		\n

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

                      		\n

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

                      		\n

                      Generic Skills<\/strong><\/p>\n<\/td>\n

                      		\n

                      Specific Skills<\/strong><\/p>\n<\/td>\n<\/tr>\n

                      \n

                      214 409<\/p>\n<\/td>\n

                      		\n

                      Strategic Management<\/p>\n<\/td>\n

                      		\n

                      Demonstrate understanding and practical application of the ethical standards in learning, uphold academic integrity, appropriate reference to others’ ideas, and truthful presentation of findings and conclusions.<\/p>\n<\/td>\n

                      		\n

                      Ethical reasoning \/ Integrity<\/p>\n<\/td>\n

                      		\n

                      Research Skills<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Exhibit knowledge in research using various sources of information to advance the understanding and\u00a0solving business case problems especially applying knowledge in appropriate business strategies.<\/p>\n<\/td>\n

                      		\n

                      Critical thinking<\/p>\n<\/td>\n

                      		\n

                      Strategic thinking<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Analyze the\u00a0case materials that requires strategic management. Apply learning in solving cases and experiential learning of strategic management activities.<\/p>\n<\/td>\n

                      		\n

                      Problem-solving skills<\/p>\n<\/td>\n

                      		\n

                      Strategic thinking<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Prepare a\u00a0self-advancement to improve\u00a0knowledge and professional skills through\u00a0up-to-date information from relevant sources like the electronic sources and books of recent copyright to develop the\u00a0group term paper on strategic planning.<\/p>\n<\/td>\n

                      		\n

                      Communication skills<\/p>\n<\/td>\n

                      		\n

                      Strategic Analysis<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Generate\u00a0quantitative strategies and techniques particularly in the making of matrices named SPACE, BCG, TOWS, IE, GS to strategically position a small business unit and identify the applicable strategies.\u00a0<\/p>\n<\/td>\n

                      		\n

                      Analytical Skills<\/p>\n<\/td>\n

                      		\n

                      Strategic Analysis<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      214 497<\/p>\n<\/td>\n

                      		\n

                      Research in International Business\/ Research in Tourism and Hotel\/ Research in Logistics Management<\/p>\n<\/td>\n

                      		\n

                      Demonstrate a disciplined behaviour consistent with \u00a0social standard; and to uphold academic integrity by advocating and practising code of conduct inside and outside the classroom<\/p>\n<\/td>\n

                      		\n

                      Self-discipline<\/p>\n<\/td>\n

                      		\n

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

                      \n

                      Demonstrate interest in exploring new areas for application of their research knowledge with social development concern. Students are\u00a0also expected to perform research through business and marketing concepts with multidisciplinary approach.<\/p>\n<\/td>\n

                      		\n

                      Self-discipline<\/p>\n<\/td>\n

                      		\n

                      Research Skills<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately<\/p>\n<\/td>\n

                      		\n

                      Problem-solving skills<\/p>\n<\/td>\n

                      		\n

                      Analytical skills<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Demonstrate\u00a0leadership skills in assigning every member a particular work and in facilitate\u00a0the resolution of encountered problems in the completion of the groups’ outputs.<\/p>\n<\/td>\n

                      		\n

                      Problem-solving skills<\/p>\n<\/td>\n

                      		\n

                      People Management<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      Demonstrate strong communication skills to carry out professional activities effectively in diverse and adverse environments particularly on the impacts of globalization, technology, and changing nature of work.<\/p>\n<\/td>\n

                      		\n

                      Communication skills<\/p>\n<\/td>\n

                      		\n

                      Human Relations<\/p>\n<\/td>\n<\/tr>\n

                      \n

                      use information technology in operation research. Understanding the use and benefits of a QA software to improve operation management.<\/p>\n<\/td>\n

                      		\n

                      Information Literacy<\/p>\n<\/td>\n

                      		\n

                      MS Excel, Zotero, SPSS<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                      1.4 The programme to show that the requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes.<\/p>\n\n\n

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

                      The results of the satisfaction of employers towards our student performance show that program expected learning outcomes are achieved. By using the stakeholder\u2019s feedback & our faculty solutions, the result of employer\u2019s Satisfaction for our students performance at work, the average score of the survey in the three (3) categories is Very Good Satisfaction based on Employers feedback. As show in the data below, the assessment results of students learning outcomes in all aspects is higher than 3.51<\/p>\n

                        \n
                      1. Learning outcome 5 domain (Moral and Ethics, Knowledge, Cognitive Skill, Interpersonal Skill, Numerical and Information Technology Skill)<\/li>\n
                      2. Three aspects of learners\u2019 outcomes in accordance with the ONESQA (Person Learner, Co-creator and Active Global Citizen)<\/li>\n
                      3. Basic skill in English and 21st <\/sup>century learning outcome<\/li>\n<\/ol>\n

                        All Learning outcomes are formulated based on the suggestions of different stakeholders, including external stakeholders. The table below shows the summary of the evaluation results of our graduates:<\/p>\n<\/p>\n\n\n\n\n\n\n\n\n
                        \n

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

                        		\n

                        Result of Survey<\/strong><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        Five (5) Learning Outcomes<\/p>\n<\/td>\n

                        		\n

                        ONESQA Learning Outcomes<\/p>\n<\/td>\n

                        		\n

                        21st Century and English Skills<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        Tourism and Hotel<\/p>\n<\/td>\n

                        		\n

                        4.27<\/p>\n<\/td>\n

                        		\n

                        4.12<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        International Business<\/p>\n<\/td>\n

                        		\n

                        3.90<\/p>\n<\/td>\n

                        		\n

                        4.08<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        Logistic Management<\/p>\n<\/td>\n

                        		\n

                        4.19<\/p>\n<\/td>\n

                        		\n

                        4.24<\/p>\n<\/td>\n

                        		\n

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

                        \n

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

                        		\n

                        4.13<\/p>\n<\/td>\n

                        		\n

                        4.15<\/p>\n<\/td>\n

                        		\n

                        4.18<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                        \u00a0<\/strong>Internship Provider Feedback<\/strong><\/p>\n

                        The program consolidates feedback and recommendations from internship providers, which is crucial for adjusting lessons and learning outcomes to better prepare students for the industry.<\/p>\n

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

                        A common feedback from employers highlights the need to improve students’ English proficiency and self-confidence. To address this, the program, in coordination with the Office of Registration, has scheduled TOEIC practice sessions. Additionally, a series of seminars has been organized for Year 4 students to equip them with essential skills, knowledge, and confidence for the workplace. Mock job interviews and resume writing workshops have also been conducted to enhance their confidence in applying for jobs or internships.<\/p>\n

                        \u00a0<\/strong>Curriculum Update<\/strong><\/p>\n

                        To stay aligned with industry requirements and comply with government policy, the Bachelor of Business Administration program undergoes a comprehensive review and update every five years. Various stakeholders are invited to contribute to this process, helping to enhance course content, descriptions, learning outcomes, and assessment methods. This ensures our students are well-prepared for industry demands and possess the unique qualities of international graduates.<\/p>\n

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

                        The current TQF 2 of the program was approved by the government in 2020 and is scheduled for review and updating in 2025.<\/p>\n<\/p>\n\n\n

                        1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate<\/p>\n\n\n

                        The Bachelor of Business Administration program ensures that the quality objectives are met by following this adapting the P-D-C-A process:<\/p>\n

                        Plan:<\/strong><\/em> The program identifies clear criteria, constituting high-quality, effective, and relevant learning objectives. The criteria are the industry requirements, new trends and practices, institutional vision and mission, national standards, and global practices.<\/p>\n

                        Do:<\/strong><\/em> To achieve the learning outcomes, the BBA program ensures that courses and modules are aligned, as evident in the curriculum mapping. The BBA program provides workshops and meetings to lecturers aligning course content, teaching methods, and assessment techniques with the LOs.<\/p>\n

                        Check:<\/strong><\/em> The BBA conducts regular checking and auditing of the effectiveness of the learning outcomes. This is done through evaluation, student performance, examination, and verification of the learning outcomes.<\/p>\n

                        Improve:<\/strong><\/em> This is crucial in making data-driven decisions and revisiting and improving the learning outcomes. Feedback is also used as a basis for curriculum improvement every 5 years as part of the process.<\/p>\n

                        Performance:<\/strong>
                        Each student is closely monitored and evaluated every semester to ensure that all courses and credits are completed. This monitoring and evaluation are also necessary to check the Grade Point Average (GPA) of the student each semester. To qualify for internship and graduation, a student must have at least a 2.0 GPA with no failing remarks in any subject and must have completed the appropriate number of credits stipulated in the TQF 2. In case of a GPA below 2.0 or a failing mark, a student is advised to retake the subject at the appropriate time.<\/p>\n

                        Every graduating student must undergo rigorous evaluation (including credits, courses, GPA, Pre-cooperative Education, seminar, presentation, research, etc.) before being allowed to proceed to the internship. This action ensures that prior to the internship, the student has successfully completed the academic requirements and will be able to demonstrate the learning outcomes in the workplace. The head of the program\/internship coordinator schedules visitations to the students to ensure they receive performance feedback from internship providers. Actions will be taken if there are any problems with the student concerning their performance during their internship.<\/p>\n

                        After the internship, students will prepare their weekly reports and internship learning experiences to be presented to the Faculty of Business Administration for verification. Each report must be duly signed by the designated head\/supervisor of the trainee. To ensure the learning outcomes are achieved, the BBA program uses an evaluation tool, which is given to the supervisor\/head. The document is highly confidential and must be brought by the student to the head of the department or internship coordinator in a sealed envelope. The Head of the department conducts a post-internship interview pertaining to the feedback from the industry partners, internship presentation, and evaluation.<\/p>\n

                        The Faculty of Business Administration conducts a Post-internship seminar, providing reflection and learning on their internship experience and enhancing their soft skills in specific areas relevant to their field. These sessions help interns bridge any skill gaps identified during the internship and prepare them for future career opportunities. Industry partners, alumni, and other stakeholders are invited to the post-internship seminar, providing a platform for graduating students to network with professionals in their industry and build relationships.<\/p>\n

                        Additionally, the assessment results indicate that our graduates have successfully demonstrated the program’s learning outcomes. Stakeholders have specifically highlighted the exceptional performance of our graduates in PO \u2013 Numerical and Informational Technology, as well as PO 1 \u2013 Moral and Ethics. This achievement can be attributed to the students’ advanced proficiency in utilizing technology to fulfill their tasks and obligations, all the while upholding exemplary standards of respect towards one another.<\/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

                        LO1 Moral and Ethics<\/strong><\/p>\n<\/td>\n

                        		\n

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

                        \n

                        1. \u0e21\u0e35\u0e27\u0e34\u0e19\u0e31\u0e22\u0e15\u0e23\u0e07\u0e15\u0e48\u0e2d\u0e40\u0e27\u0e25\u0e32 \/ Complete a required task and\/or fulfill an obligation on time]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        2. \u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e0b\u0e37\u0e48\u0e2d\u0e2a\u0e31\u0e15\u0e22\u0e4c\u0e2a\u0e38\u0e08\u0e23\u0e34\u0e15 \/ Adhere to the facts and being truthful at all times on the assigned work]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        3. \u0e21\u0e35\u0e08\u0e23\u0e23\u0e22\u0e32\u0e1a\u0e23\u0e23\u0e13\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23\u0e41\u0e25\u0e30\u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e \/ Demonstrate academic and professional ethics]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        4. \u0e41\u0e2a\u0e14\u0e07\u0e1e\u0e24\u0e15\u0e34\u0e01\u0e23\u0e23\u0e21\u0e17\u0e35\u0e48\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21\u0e41\u0e25\u0e30\u0e16\u0e39\u0e01\u0e01\u0e32\u0e25\u0e40\u0e17\u0e28\u0e30 \/ Show appropriate and suitable behavior]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        5. \u0e40\u0e04\u0e32\u0e23\u0e1e\u0e01\u0e0e\u0e23\u0e30\u0e40\u0e1a\u0e35\u0e22\u0e1a\u0e41\u0e25\u0e30\u0e02\u0e49\u0e2d\u0e1a\u0e31\u0e07\u0e04\u0e31\u0e1a\u0e15\u0e48\u0e32\u0e07\u0e46\u0e02\u0e2d\u0e07\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23\u0e41\u0e25\u0e30\u0e2a\u0e31\u0e07\u0e04\u0e21 \/ Abide by the rules and regulations of the organization and society]<\/p>\n<\/td>\n

                        		\n

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

                        \n

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

                        		\n

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

                        \n

                        LO 2 Knowledge<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        1.\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e40\u0e01\u0e35\u0e48\u0e22\u0e27\u0e01\u0e31\u0e1a\u0e2b\u0e25\u0e31\u0e01\u0e01\u0e32\u0e23\u0e41\u0e25\u0e30\u0e17\u0e24\u0e29\u0e0e\u0e35\u0e17\u0e35\u0e48\u0e2a\u0e31\u0e21\u0e1e\u0e31\u0e19\u0e18\u0e4c\u0e01\u0e31\u0e1a\u0e07\u0e32\u0e19\u0e17\u0e35\u0e48\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34 \/ Know the theory and principle related to the work assignment]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        2.\u0e21\u0e35\u0e17\u0e31\u0e01\u0e29\u0e30\u0e43\u0e19\u0e01\u0e32\u0e23\u0e43\u0e0a\u0e49\u0e40\u0e04\u0e23\u0e37\u0e48\u0e2d\u0e07\u0e21\u0e37\u0e2d\u0e41\u0e25\u0e30\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e43\u0e0a\u0e49\u0e40\u0e04\u0e23\u0e37\u0e48\u0e2d\u0e07\u0e21\u0e37\u0e2d\u0e17\u0e35\u0e48\u0e08\u0e33\u0e40\u0e1b\u0e47\u0e19\u0e43\u0e19\u0e01\u0e32\u0e23\u0e17\u0e33\u0e07\u0e32\u0e19\u0e44\u0e14\u0e49 \/ Possess skills and abilities in using the tools]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        3.\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e19\u0e33\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e44\u0e1b\u0e1b\u0e23\u0e30\u0e22\u0e38\u0e01\u0e15\u0e4c\u0e43\u0e0a\u0e49\u0e43\u0e19\u0e07\u0e32\u0e19\u0e17\u0e35\u0e48\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34\u0e44\u0e14\u0e49\/ Apply knowledge in the field of work]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        4.\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e2a\u0e37\u0e48\u0e2d\u0e2a\u0e32\u0e23\/\u0e16\u0e48\u0e32\u0e22\u0e17\u0e2d\u0e14\u0e41\u0e25\u0e30\u0e2a\u0e23\u0e38\u0e1b\u0e23\u0e32\u0e22\u0e07\u0e32\u0e19\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34\u0e44\u0e14\u0e49 \/ Able to communicate, transfer, summarize a work report]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        5.\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e19\u0e33\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e08\u0e32\u0e01\u0e23\u0e32\u0e22\u0e07\u0e32\u0e19\u0e21\u0e32\u0e1b\u0e23\u0e31\u0e1a\u0e1b\u0e23\u0e38\u0e07\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e07\u0e32\u0e19\u0e44\u0e14\u0e49 \/ Use the data from the report to develop and improve work]<\/p>\n<\/td>\n

                        		\n

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

                        \n

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

                        		\n

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

                        \n

                        LO 3 Cognitive Skills<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        1.\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e04\u0e34\u0e14\u0e27\u0e34\u0e40\u0e04\u0e23\u0e32\u0e30\u0e2b\u0e4c\u0e07\u0e32\u0e19\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e40\u0e1b\u0e47\u0e19\u0e23\u0e30\u0e1a\u0e1a \/ Analyze the work systematically]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        2.\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e43\u0e19\u0e01\u0e32\u0e23\u0e27\u0e32\u0e07\u0e41\u0e1c\u0e19\u0e41\u0e25\u0e30\u0e41\u0e01\u0e49\u0e44\u0e02\u0e1b\u0e31\u0e0d\u0e2b\u0e32\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e40\u0e1b\u0e47\u0e19\u0e23\u0e30\u0e1a\u0e1a \/ Plan and solve the problems systematically]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        3.\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e1b\u0e23\u0e30\u0e22\u0e38\u0e01\u0e15\u0e4c\u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e41\u0e25\u0e30\u0e17\u0e31\u0e01\u0e29\u0e30\u0e43\u0e19\u0e01\u0e32\u0e23\u0e41\u0e01\u0e49\u0e44\u0e02\u0e1b\u0e31\u0e0d\u0e2b\u0e32\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21 \/ Apply knowledge and skills to solve problems appropriately]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        4.\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e43\u0e0a\u0e49\u0e21\u0e39\u0e25\u0e01\u0e32\u0e23\u0e27\u0e34\u0e40\u0e04\u0e23\u0e32\u0e30\u0e2b\u0e4c\/\u0e2a\u0e31\u0e07\u0e40\u0e04\u0e23\u0e32\u0e30\u0e2b\u0e4c \u0e15\u0e31\u0e14\u0e2a\u0e34\u0e19\u0e43\u0e08\u0e43\u0e19\u0e01\u0e32\u0e23\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34\u0e07\u0e32\u0e19\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21 \/ Use analytical\/synthetic data in working correctly]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        5.\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e40\u0e2a\u0e19\u0e2d\u0e41\u0e19\u0e30\u0e41\u0e25\u0e30\u0e43\u0e2b\u0e49\u0e40\u0e2b\u0e15\u0e38\u0e1c\u0e25\u0e43\u0e19\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e31\u0e1a\u0e1b\u0e23\u0e38\u0e07\u0e01\u0e32\u0e23\u0e17\u0e33\u0e07\u0e32\u0e19\u0e43\u0e2b\u0e49\u0e14\u0e35\u0e02\u0e36\u0e49\u0e19 \/ Able to make proposals and reasons for improving the work]<\/p>\n<\/td>\n

                        		\n

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

                        \n

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

                        		\n

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

                        \n

                        LO 4 Interpersonal Skills<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        1.\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e40\u0e1b\u0e47\u0e19\u0e1c\u0e39\u0e49\u0e19\u0e33\u0e41\u0e25\u0e30\u0e1c\u0e39\u0e49\u0e15\u0e32\u0e21\u0e17\u0e35\u0e48\u0e14\u0e35 \/ Show the ability to be a leader and a follower]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        2.\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e17\u0e33\u0e07\u0e32\u0e19\u0e40\u0e1b\u0e47\u0e19\u0e17\u0e35\u0e21\u0e41\u0e25\u0e30\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e41\u0e01\u0e49\u0e44\u0e02\u0e1b\u0e31\u0e0d\u0e2b\u0e32\u0e02\u0e49\u0e2d\u0e02\u0e31\u0e14\u0e41\u0e22\u0e49\u0e07\u0e43\u0e19\u0e01\u0e25\u0e38\u0e48\u0e21\u0e44\u0e14\u0e49 \/ Able to work and solve the conflicts in the team]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        3.\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e31\u0e21\u0e1e\u0e31\u0e19\u0e18\u0e4c\u0e17\u0e35\u0e48\u0e14\u0e35\u0e01\u0e31\u0e1a\u0e1c\u0e39\u0e49\u0e2d\u0e37\u0e48\u0e19\u0e17\u0e31\u0e49\u0e07\u0e20\u0e32\u0e22\u0e43\u0e19\u0e41\u0e25\u0e30\u0e20\u0e32\u0e22\u0e19\u0e2d\u0e01\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23 \/ Build a good relationship with the other persons internally and externally]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        4.\u0e17\u0e33\u0e07\u0e32\u0e19\u0e17\u0e35\u0e48\u0e44\u0e14\u0e49\u0e23\u0e31\u0e1a\u0e21\u0e2d\u0e1a\u0e2b\u0e21\u0e32\u0e22\u0e43\u0e2b\u0e49\u0e41\u0e25\u0e49\u0e27\u0e40\u0e2a\u0e23\u0e47\u0e08\u0e15\u0e32\u0e21\u0e23\u0e30\u0e22\u0e30\u0e40\u0e27\u0e25\u0e32\u0e17\u0e35\u0e48\u0e01\u0e33\u0e2b\u0e19\u0e14 \/ Able to complete the assigned duties within the time limit]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        5.\u0e23\u0e31\u0e1a\u0e1c\u0e34\u0e14\u0e0a\u0e2d\u0e1a\u0e15\u0e48\u0e2d\u0e1c\u0e25\u0e17\u0e35\u0e48\u0e40\u0e01\u0e34\u0e14\u0e08\u0e32\u0e01\u0e01\u0e32\u0e23\u0e14\u0e33\u0e40\u0e19\u0e34\u0e19\u0e01\u0e32\u0e23 \u0e15\u0e25\u0e2d\u0e14\u0e08\u0e19\u0e40\u0e23\u0e48\u0e07 \u0e41\u0e01\u0e49\u0e44\u0e02 \u0e43\u0e19\u0e01\u0e23\u0e13\u0e35\u0e17\u0e35\u0e48\u0e21\u0e35\u0e02\u0e49\u0e2d\u0e1c\u0e34\u0e14\u0e1e\u0e25\u0e32\u0e14 \/ Responsible for the consequences of the operation as well as hasten the]<\/p>\n<\/td>\n

                        		\n

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

                        \n

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

                        		\n

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

                        \n

                        LO 5 Numerical Skills and Information Technology<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        1.\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e43\u0e0a\u0e49\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e08\u0e32\u0e01\u0e32\u0e23\u0e17\u0e33\u0e07\u0e32\u0e19\u0e21\u0e32\u0e27\u0e34\u0e40\u0e04\u0e23\u0e32\u0e30\u0e2b\u0e4c\u0e40\u0e0a\u0e34\u0e07\u0e40\u0e1b\u0e23\u0e35\u0e22\u0e1a\u0e40\u0e17\u0e35\u0e22\u0e1a\u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e07\u0e32\u0e19\u0e44\u0e14\u0e49 \/ Analyze data for comparative work and to develop work]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        2.\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e2a\u0e37\u0e48\u0e2d\u0e2a\u0e32\u0e23\u0e01\u0e31\u0e1a\u0e1c\u0e39\u0e49\u0e2d\u0e37\u0e48\u0e19\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e16\u0e39\u0e01\u0e15\u0e49\u0e2d\u0e07\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21\u0e01\u0e31\u0e1a\u0e2a\u0e16\u0e32\u0e19\u0e01\u0e32\u0e23\u0e13\u0e4c \/ Communicate with others correctly and appropriately]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        3.\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e2a\u0e37\u0e48\u0e2d\u0e2a\u0e32\u0e23\u0e43\u0e2b\u0e49\u0e40\u0e01\u0e34\u0e14\u0e04\u0e27\u0e32\u0e21\u0e23\u0e48\u0e27\u0e21\u0e21\u0e37\u0e2d\u0e43\u0e19\u0e01\u0e32\u0e23\u0e17\u0e33\u0e07\u0e32\u0e19 \/ Communicate and obtain cooperation]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        4.\u0e21\u0e35\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e43\u0e19\u0e01\u0e32\u0e23\u0e19\u0e33\u0e40\u0e2a\u0e19\u0e2d\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e44\u0e14\u0e49\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e16\u0e39\u0e01\u0e15\u0e49\u0e2d\u0e07\u0e40\u0e2b\u0e21\u0e32\u0e30\u0e2a\u0e21 \/ Present the data correctly]<\/p>\n<\/td>\n

                        		\n

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

                        \n

                        5.\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e43\u0e0a\u0e49\u0e40\u0e17\u0e04\u0e42\u0e19\u0e42\u0e25\u0e22\u0e35\u0e2a\u0e32\u0e23\u0e2a\u0e19\u0e40\u0e17\u0e28\u0e21\u0e32\u0e1b\u0e23\u0e30\u0e22\u0e38\u0e01\u0e15\u0e4c\u0e43\u0e0a\u0e49\u0e43\u0e19\u0e01\u0e32\u0e23\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e07\u0e32\u0e19\u0e15\u0e19\u0e40\u0e2d\u0e07 \/ Apply information technology for self-development]<\/p>\n<\/td>\n

                        		\n

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

                        \n

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

                        		\n

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

                        An alumnus shared on his social media account how much his learning in Strategic Management has helped him in his business endeavors. The post highlighted the knowledge and skills he gained, demonstrating how it beneficial it will be to his business venture.<\/p>\n

                        Additionally, the table below shows how students in the BBA Program achieved and demonstrated the program learning outcomes.<\/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

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

                        		\n

                        Performance to achieve\/demonstrate the PLO \u00a0<\/strong><\/p>\n<\/td>\n

                        		\n

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

                        \n

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

                        		\n

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

                        		\n

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

                        \n

                        ME 1. Personal integrity: resolve conflicts into ethical or moral choices<\/p>\n<\/td>\n

                        		\n

                        Students participated in case studies and discussion pertaining to ethical dilemmas. Students were engaged in role-playing exercises and reflected on personal experiences to make moral decisions.<\/p>\n<\/td>\n

                        		\n

                        See the activity of the students in Man, Environment, and Society<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        ME 2. Professional ethics: show self-consistency between moral & ethical belief and behavior<\/p>\n<\/td>\n

                        		\n

                        Students applied ethical principles in coursework \u00a0group projects, and internships.<\/p>\n<\/td>\n

                        		\n

                        See the Research<\/a> and Capstone Project<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        ME 3. Fellowship of society: show self-responsibility, membership roles, leadership & volunteer for social development<\/p>\n<\/td>\n

                        		\n

                        Students achieved this through leadership roles in activities, organizations, volunteer projects, showing responsibility in collaborative tasks.<\/p>\n<\/td>\n

                        		\n

                        See the student-led activities<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        ME 4. Self-actualization to discipline: show consistency between self-discipline and good social standards<\/p>\n<\/td>\n

                        		\n

                        Students achieved this by maintaining a balance between academic and personal responsibilities<\/p>\n<\/td>\n

                        		\n

                        See the graduate rate<\/a> and employment rate.<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

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

                        		\n

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

                        		\n

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

                        \n

                        K1. Professional knowledge: articulate business theories & practices that are systematic, global and up-to-date<\/p>\n<\/td>\n

                        		\n

                        Students studied and discussed contemporary business theories and practices, completing coursework and projects.<\/p>\n<\/td>\n

                        		\n

                        See the Food and Beverage Activities<\/a>\u00a0and Capstone<\/a>.<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        K2. Application knowledge: derive knowledge from application of business concepts to other relevant subjects<\/p>\n<\/td>\n

                        		\n

                        Students participated in internships or cooperative programs that expose them to different fields\/areas.<\/p>\n<\/td>\n

                        		\n

                        See the internship of the students and the Achievement of the BBA students<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        K3. Research know-how: show procedural knowledge in research for professional & knowledge advancement<\/p>\n<\/td>\n

                        		\n

                        Students engaged in scientific studies, presented their findings, and proposed a recommendations. \u00a0<\/p>\n<\/td>\n

                        		\n

                        See the Research outputs<\/a><\/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

                        		\n

                        Students provided solutions in class projects, and stayed updated with industry standards and practices.<\/p>\n<\/td>\n

                        		\n

                        See the Capstone project<\/a> and Business Plan<\/a>.<\/p>\n<\/td>\n<\/tr>\n

                        \n

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

                        		\n

                        Students applied multidisciplinary projects and collaborated with other students to solve complex problems<\/p>\n<\/td>\n

                        		\n

                        See the Research outputs<\/a> of the students.<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        Cognitive Skills<\/strong><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        CS 1. Problem solving: analyze the causes of problems or conflicts so as to prevent or resolve the issues appropriately<\/p>\n<\/td>\n

                        		\n

                        Students engaged in group projects reflecting on past experiences to identify and address the root causes of issues.<\/p>\n<\/td>\n

                        		\n

                        See the activity in Man, Society, and Environment<\/a>.<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        CS 2. Knowledge application: apply theoretical & practical knowledge appropriately in field work, practicum or actual jobs<\/p>\n<\/td>\n

                        		\n

                        Students applied classroom knowledge to real-world situations, and working on projects that simulate job tasks.<\/p>\n<\/td>\n

                        		\n

                        See the Internship<\/a> of the students.<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        CS 3. Professional\/personal development: apply business or technical innovation to enhance professional skills & effectiveness<\/p>\n<\/td>\n

                        		\n

                        Students pursued opportunities for business or innovation.<\/p>\n<\/td>\n

                        		\n

                        See the Achievements of the BBA students<\/a>.<\/p>\n<\/td>\n<\/tr>\n

                        \n

                        Interpersonal Skills and Responsibilities<\/strong><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        ISR 1. Self-advancement: show responsibility to advance oneself in knowledge and professional skills<\/p>\n<\/td>\n

                        		\n

                        Students participated in personal and skills development opportunities.<\/p>\n<\/td>\n

                        		\n

                        See the Achievement of the BBA students<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        ISR 2. Cooperation & efficiency: accomplish group assignments or tasks efficiently<\/p>\n<\/td>\n

                        		\n

                        Students achieved this by working together to come up with a successful activity.<\/p>\n<\/td>\n

                        		\n

                        See the Goodbye Senior<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        ISR 3. Teamwork & human relations: show good teamwork skills & human relation, and adapt well to changes in organization<\/p>\n<\/td>\n

                        		\n

                        Students achieved this by showing respect and empathy towards others.<\/p>\n<\/td>\n

                        		\n

                        See the Seminars in Pre-cooperative Education<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        ISR 4. Leaderships: show creativity to lead or follow teams and facilitate problem solving<\/p>\n<\/td>\n

                        		\n

                        Students achieved this by demonstrating initiative in problem-solving and guiding team efforts towards the achievement of the goal.<\/p>\n<\/td>\n

                        		\n

                        See the Achievement of the BBA students<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

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

                        \n

                        NIL 1. Quantitative analysis: analyze and interpret data to make creative decision or find good solutions to quantitative problems<\/p>\n<\/td>\n

                        		\n

                        Students used Zotero, SPSS, and MS Excel for data analysis.<\/p>\n<\/td>\n

                        		\n

                        See the Research outputs<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        NIL 2. Communication proficiency: communicate effectively using methods & skills suitable for variety of problems or audiences<\/p>\n<\/td>\n

                        		\n

                        Students presented their reports and tailored their communication style to different audiences and contexts.<\/p>\n<\/td>\n

                        		\n

                        See the Business English Presentation<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        NIL 3. Information systems know-how: use information technology or solutions effectively to store, retrieve, present and communicate meanings of information to users<\/p>\n<\/td>\n

                        		\n

                        Students used Zotero, SPSS, and MS Excel for data analysis.<\/p>\n<\/td>\n

                        		\n

                        See the Research outputs<\/a><\/p>\n<\/td>\n<\/tr>\n

                        \n

                        NIL 4. Able to produce video or info graphics Without copying other people\u2019s work and having the right copyright<\/p>\n<\/td>\n

                        		\n

                        Students made a video as part of the coursework.<\/p>\n<\/td>\n

                        		\n

                        See Marketing Activity<\/a><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

                        Evidence<\/strong><\/p>\n\n\n\n

                        <\/p>\n\n\n\n

                        ID_Evidence<\/strong><\/td>Name_Evidence<\/strong><\/td><\/tr>
                        1.1.1 <\/td>University Website<\/a><\/td><\/tr>
                        1.1.2<\/td>Faculty of Business Administration Page<\/a><\/td><\/tr>
                        1.1.3<\/td>Brochure <\/a><\/td><\/tr>
                        1.1.4<\/td>TQF 2<\/a><\/td><\/tr>
                        1.1.5<\/td>Curriculum Mapping <\/a><\/td><\/tr>
                        1.1.6<\/td>Personnel Meeting <\/a><\/td><\/tr>
                        1.1.7<\/td>Intensive Summer Program <\/a><\/td><\/tr>
                        1.1.8<\/td>General Orientation<\/a><\/td><\/tr>
                        1.1.9<\/td>Pictures of the English Camp<\/a><\/td><\/tr>
                        1.1.10<\/td>Pictures of the Teachers’ Visit<\/a><\/td><\/tr>
                        1.1.11<\/td>Internship visit<\/a><\/td><\/tr>
                        1.2.1 <\/td>TQF 3 and TQF 5 (Strategic Management)<\/a><\/td><\/tr>
                        1.3.1 <\/td>Capstone<\/a><\/td><\/tr>
                        1.3.2<\/td>Students\u2019 Research<\/a><\/td><\/tr>
                        1.4.1<\/td>Survey Result<\/a><\/td><\/tr>
                        1.4.2 <\/td>Students\u2019 Comments on the Achievement of the Learning Outcomes<\/a><\/td><\/tr>
                        1.5.1<\/td>Sample Internship Evaluation from the Employers<\/a><\/td><\/tr>
                        1.5.2 <\/td>Graduates\u2019 Employment Status<\/a><\/td><\/tr>
                        1.5.3 <\/td>Comments from the Supervisors<\/a><\/td><\/tr>
                        1.5.4 <\/td>Testimonials from Graduates<\/a><\/td><\/tr>
                        1.5.5<\/td>Logistic Management Student Testimonial<\/a><\/td><\/tr>
                        1.5.6<\/td>Student’s Social Media Post on his Learning<\/a><\/td><\/tr>
                        1.5.7<\/td>Students\u2019 Rating on the Achievement of the Learning Outcomes<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                        Self-Assessment<\/strong><\/p>\n\n\n\n

                        Requirements<\/strong><\/td>Result<\/strong><\/td>Score<\/strong><\/td><\/tr>
                        1.1 The programme to show that the expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders.<\/td>\/<\/td>1<\/td><\/tr>
                        1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programme.<\/td>\/<\/td>1<\/td><\/tr>
                        1.3 The programme to show that the expected learning outcomes consist of both generic outcomes and subject specific outcomes.<\/td>\/<\/td>1<\/td><\/tr>
                        1.4 The programme to show that the requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes.<\/td>\/<\/td>1<\/td><\/tr>
                        1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate<\/td>\/<\/td>1<\/td><\/tr>
                        Overall<\/strong><\/td>5<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":6,"comment_status":"open","ping_status":"closed","template":"","class_list":["post-5867","bba_program","type-bba_program","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/bba_program\/5867","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/bba_program"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/types\/bba_program"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5867"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5867"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}