{"id":5868,"date":"2023-05-08T03:56:19","date_gmt":"2023-05-08T03:56:19","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=bba_program&p=5868"},"modified":"2024-06-16T08:18:16","modified_gmt":"2024-06-16T08:18:16","slug":"component-2-learning-outcomes-2","status":"publish","type":"bba_program","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?bba_program=component-2-learning-outcomes-2","title":{"rendered":"Criterion 2 – Programme Structure and Content"},"content":{"rendered":"\n

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

              Diagnostic questions<\/h5><\/div>
              <\/span><\/div><\/div>
              \n
                \n
              • What is the procedure for periodical review of the curriculum? <\/li>\n\n\n\n
              • How are the programme and courses evaluated? Is the evaluation systematic?<\/li>\n\n\n\n
              • How are the academic staff and students involved in evaluating the curriculum and courses?<\/li>\n\n\n\n
              • How are the programme and curriculum revised to remain up-to-date and industrial relevant? Is the external stakeholders involved?<\/li>\n\n\n\n
              • Is benchmarking used in the review and revision of the curriculum? What benchmark?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
                \n
                Scoring for TRSU QA<\/h5><\/div>
                <\/span><\/div><\/div>
                \n
                TRSU-QA score<\/td>1<\/td>2<\/td>3<\/td>4<\/td>5<\/td><\/tr>
                Items showing
                QA practice<\/td>                		1 item<\/td>2 items<\/td>3 items<\/td>4-5 items<\/td>6-7 items<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n
                \n
                AUNQA scoring rubrics<\/h5><\/div>
                <\/span><\/div><\/div>
                \n

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

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

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

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

                The QA practice<\/em><\/strong> to fulfil the criterion is <\/em>still at its planning stage<\/em> or is inadequate<\/em> where improvement is necessary. 
                There is little <\/em><\/strong>document <\/strong><\/em>or evidence<\/strong> <\/em>available. 
                Performance<\/strong> of the QA practice<\/em> shows little or poor results<\/em><\/strong>.<\/p>\n<\/div><\/div>\n\n\n\n

                3. Inadequate but minor improvement will make it adequate<\/h5><\/div>
                <\/span><\/div><\/div>
                \n

                The QA practice<\/em><\/strong> to fulfil the criterion is defined and implemented <\/em>but minor improvement is needed to fully meet them. Documents are available but no clear evidence<\/em> to support that they have been fully used. Performance<\/em> of the QA practice shows inconsistent or some results<\/em>.<\/p>\n<\/div><\/div>\n\n\n\n

                4. Adequate as expected<\/h5><\/div>
                <\/span><\/div><\/div>
                \n

                The QA practice<\/em><\/strong> to fulfil the criterion is adequate<\/em> and evidences support <\/em>that it has been fully implemented<\/em>. Performance<\/em> of the QA practice shows consistent results <\/em>as expected.<\/p>\n<\/div><\/div>\n\n\n\n

                5. Better than adequate<\/h5><\/div>
                <\/span><\/div><\/div>
                \n

                The QA practice<\/em><\/strong> to fulfil the criterion is better than adequate<\/em>. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.<\/p>\n<\/div><\/div>\n\n\n\n

                6. Example of best practice<\/h5><\/div>
                <\/span><\/div><\/div>
                \n

                The QA practice<\/em><\/strong> to fulfil the criterion is considered to be example of best practices<\/em> in the field. Evidences support that it has been effectively implemented<\/em>. 
                Performance of QA practice shows very good results and positive improvement trend<\/em>.<\/p>\n<\/div><\/div>\n\n\n\n

                7. Excellent (example of world-class or leading practice)<\/h5><\/div>
                <\/span><\/div><\/div>
                \n

                The QA practice<\/em><\/strong> to fulfil the criterion is considered to be excellent or is an example of world-class practices in the field. Evidences support that it has been innovatively implemented. 
                Performance of the QA practice shows excellent results and outstanding improvement trends.<\/p>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n

                How to write a response to the criterion requirements<\/h5><\/div>
                <\/span><\/div><\/div>
                \n
                  \n
                • The response should describe a QA practice<\/em><\/strong> that the program do to fulfil the criterion<\/em><\/strong>. The QA may be a PDCA (plan-do-check-act) process to ensure the quality, and include documentation, evidence and result of the implementation. <\/li>\n\n\n\n
                • The response should illustrate <\/em><\/strong>clearly what<\/em><\/strong> the QA mechanisms <\/strong>or instruments<\/strong><\/em> are<\/em><\/strong>; when, where, by who, and how<\/em><\/strong> they are implemented<\/em> and managed to fulfil the criteria.<\/li>\n\n\n\n
                • The response should identify <\/em><\/strong>and<\/em> evaluate problems<\/em><\/strong> or issues that are not addressed, and indicate how the problems will be dealt with. The diagnostic questions<\/em><\/strong> in each of the criterion requirements may help identify the problems.<\/li>\n\n\n\n
                • To be concise and factual, the response should focus on information<\/em><\/strong> or data <\/em><\/strong>(or objective evidence<\/em><\/strong>) that directly <\/strong><\/em>addresses the criteria<\/em><\/strong>, and provide trends<\/em><\/strong> and statistics<\/em><\/strong> to show achievement<\/em><\/strong> and performance<\/strong><\/em>.<\/li>\n<\/ul>\n\n\n\n
                  How the QA practice fulfil the criterion<\/h5><\/div>
                  <\/span><\/div><\/div>
                  \n

                  Quality assurance practice<\/strong><\/em> should have QA plan<\/em><\/strong> that evaluates and may modify organization’s procedures to ensure that they provide the desired results<\/em>. It includes documentation for the planning, implementation <\/em>and assessment procedures<\/em> for a project, process or any QA activity. To fulfil requirement 1.1 Outcomes formulation, for example, the QA plan should provide information to answer the following questions.<\/p>\n\n\n\n

                    \n
                  • What procedure does the program use to formulate the expected learning outcomes? <\/li>\n\n\n\n
                  • Is a learning taxonomy used to write the statement of LOs? What taxonomy and how is it used? <\/li>\n\n\n\n
                  • Is the taxonomy used for program or course learning outcomes, or both? Why?<\/li>\n\n\n\n
                  • What are the objectives in terms of the quality of the learning outcomes (e.g. transparency, ease of assessment, the extent of alignment, enabling hierarchy, effectiveness, clarity to the stakeholders)?<\/li>\n\n\n\n
                  • What is the process used to ensure that the quality objectives are met?<\/li>\n\n\n\n
                  • What is a method used to measure the achievement of the quality objectives? <\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n

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

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

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

                    The Bachelor of Business Administration program at St. Teresa International University is committed to producing quality graduates equipped with moral values and integrity, knowledge and skills, and competent English language.<\/p>\n

                    Program communication to stakeholders<\/em><\/strong><\/p>\n

                    The curriculum of the program is aligned with the philosophy of the university in its dedication and commitment to quality education. In line with its commitment, stakeholders are engaged to the program specifications through various modes including the institution\u2019s website, social media accounts, Faculty Orientation, General Orientation, Intensive English Program Orientation, Pre-cooperative Education, Post-Internship Seminar, Company visit, Internship visitation, and Marketing activities.\u00a0<\/p>\n

                    Up-to-date program specifications and courses<\/em><\/strong><\/p>\n

                    The BBA program undergoes regular 5-year revisions to update the course descriptions, contents, learning outcomes, assessment in consonance to the dynamics of the industry. The latest program comprehensive revision was in 2020 adapting the outcomes-based principles (OBE). This process of program development involved identifying and addressing the needs of all stakeholders to formulate the Program Learning Outcomes (PLOs), ensuring alignment with the vision and mission of the college.<\/p>\n

                    Comprehensive curriculum <\/em><\/strong><\/p>\n

                    Each course in the BBA Program is designed with the Course Learning Outcomes (CLO) cascaded from the Program Learning Outcome (PLO), encapsulating Bloom’s Taxonomy to highlight the hierarchical model of learning, and encompassing the knowledge (K), attitude (A), and skill (S) required to achieve them.<\/p>\n

                    Each course contains essential details such as the course title, descriptions, credit requirements, learning outcomes, teaching and learning strategies, assessment methods, topics, resources. These specifications undergo regular updates every semester through course review to ensure relevance and effectiveness. Feedback from stakeholders is carefully reviewed by course coordinators and academic staff, and adjustments are made to the course specifications to maintain alignment with the PLOs.<\/p>\n

                    The approval of the course specifications are deliberated by the head of the department, program committee, academic committee, and the dean remain responsive to suggestions, comments, and verifications. The BBA program is continuously embarking on the development of advanced information, updated learning technologies and strategies, ensuring the delivery of highest quality of education.<\/p>\n\n\n

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

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

                    The Faculty of Business Administration ensures the alignment of the curriculum with the expected learning outcomes through several measures.<\/p>\n

                    Systems and Mechanism. <\/em><\/strong>The program designated plan for the new curriculum or program development or revision of the current curriculum<\/p>\n

                      \n
                    1. The program coordinator organizes meetings and plans among the full-time lecturers to assess the achievement based on the objectives of the current curriculum.<\/li>\n
                    2. The appointed committee reviews the teaching plan\/assessment plan of the lecturer through TQF 3 to ensure the delivery of the curriculum per course is in consonance with the standards and the delivery of the concerned lecturer.<\/li>\n
                    3. The delivery of the curriculum can be checked in the teaching plan (TQF 3) where the learning outcomes are clearly stated on how to attain the learning outcomes.<\/li>\n<\/ol>\n

                      Assessment of the process.<\/em><\/strong><\/p>\n

                        \n
                      1. The TQF 2 will serve as the guide to evaluate the delivery of the curriculum in all courses<\/li>\n
                      2. Improvements will be incorporated for the next school term in the same course<\/li>\n<\/ol>\n

                        Improvements \/ Developments.<\/em><\/strong><\/p>\n

                          \n
                        1. The delivery of the courses will continuously improve based on the needs of the market, stakeholders, logistics, and other resources<\/li>\n<\/ol>\n

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

                          The Bachelor of Business Administration program is up-to-date according to the demands and market of international businesses, logistics, and tourism and hotel industry. The program is committed to review and update the curriculum as per recommendation of the various stakeholders and upon the approval of the government. Likewise, the program is equipped with updated and relevant teaching pedagogy and support system, providing a quality education.<\/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

                          Course Learning Outcomes<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n

                          		\n

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

                          \n

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

                          \n

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

                          		\n

                          \u00b7\u00a0\u00a0 Exhibit moral values and integrity<\/p>\n

                          \u00b7\u00a0\u00a0 Possess self-discipline in studies and personal life<\/p>\n

                          \u00b7\u00a0\u00a0 Demonstrate responsibility towards oneself and society<\/p>\n

                          \u00b7\u00a0\u00a0 Exhibit positive personalities<\/p>\n<\/td>\n<\/tr>\n

                          \n

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

                          \n

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

                          Group 2: Knowledge learning outcomes<\/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

                          \u00b7\u00a0\u00a0 Possess knowledge of statistics including the basic rules of business and economic.<\/p>\n

                          \u00b7\u00a0\u00a0 Proficient with basic knowledge of Accounting, Finance, Business Law\/Taxation regulations<\/p>\n

                          \u00b7\u00a0\u00a0 Professional knowledge in the International Business, Logistics and Hotel and tourism as per selected major courses.<\/p>\n

                          \u00b7\u00a0\u00a0 Research information, analyze and synthesize information for business presentations or communications (international business, logistics management, tourism and hospitality) at an advanced level.<\/p>\n

                          \u00b7\u00a0\u00a0 Apply basic knowledge in business management, such as modern management, production management, and management information technology in the digital age.<\/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<\/tr>\n

                          \n

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

                          \n

                          K4 \u2013 Be able to analyze, design, and improve aviation management systems to meet professional requirements.<\/p>\n<\/td>\n<\/tr>\n

                          \n

                          K5 \u2013 Be able to integrate knowledge in the study with knowledge in other fields. Related<\/p>\n<\/td>\n<\/tr>\n

                          \n

                          Group3 Cognitive skills learning outcomes<\/p>\n<\/td>\n

                          		\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

                          \u00b7\u00a0\u00a0 Have in-depth knowledge and skills in specific professional subjects and major subjects (international business, logistics management, and Tourism and Hospitality)<\/p>\n

                          \u00b7\u00a0\u00a0 Possess knowledge and understanding, able to conduct business research, analyze statistical data numbers and can use the results of research to solve business problems appropriately, as well as being able to extend ideas to create innovation<\/p>\n

                          \u00b7\u00a0\u00a0 Have sufficient knowledge and skills for further study at a higher level<\/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<\/tr>\n

                          \n

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

                          \n

                          Group 4 Interpersonal Skills and Responsibilities<\/p>\n<\/td>\n

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

                          I1 \u2013 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

                          \u00b7\u00a0\u00a0 Have knowledge and skills, good human relations high responsibility, professional ethics, have a high level of English language skills or related businesses<\/p>\n<\/td>\n<\/tr>\n

                          \n

                          I2 \u2013 can provide assistance and facilitate resolving various situations in the group both in the role of leader and team member<\/p>\n<\/td>\n<\/tr>\n

                          \n

                          I3 \u2013 Able to use knowledge in science to guide society on appropriate issues.<\/p>\n<\/td>\n<\/tr>\n

                          \n

                          I4 \u2013 Be responsible for one\u2019s own actions and responsible for work in the group.<\/p>\n<\/td>\n<\/tr>\n

                          \n

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

                          		\n

                          \u00b7\u00a0\u00a0 Be able to search for information and knowledge<\/p>\n

                          \u00b7\u00a0\u00a0 Possess English proficiency skills to communicate both in oral and written<\/p>\n<\/td>\n<\/tr>\n

                          \n

                          N1 \u2013 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<\/tr>\n

                          \n

                          N2 \u2013 Be able to communicate effectively both verbally and in writing. Know how to choose and use presentation styles that are suitable for different problems and audience groups.<\/p>\n<\/td>\n<\/tr>\n

                          \n

                          N3 \u2013 Able to select suitable information technology and communication techniques for data collection interpreting and communicating information and with caution Be deliberate in sharing information with others. This includes interacting with other people online.<\/p>\n<\/td>\n<\/tr>\n

                          \n

                          N4 \u2013 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

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

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

                          The BBA program introduces to the first-year students the curriculum during both the English Intensive Program General Orientation and the First Semester General Orientation. The website of the university also provides a detailed curriculum information, facilitating easy access for stakeholders to understand the structure and specifications. Additionally, St Teresa International University organizes annual enrollment consultations, allowing the Faculty of Business Administration to present the BBA program to high school students and parents nationwide.<\/p>\n

                          Once the semester commences, lecturers will provide a comprehensive introductions to the course \/ curriculum including the teaching and learning strategies and assessment methods. Lecturers are advised that a copy of the learning content, resources, among others should be made available in Google Classroom for students’ reference.<\/p>\n

                          \u00a0<\/strong>Systems and Mechanism.<\/em><\/strong><\/p>\n