{"id":5641,"date":"2023-01-04T03:08:09","date_gmt":"2023-01-04T03:08:09","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=mba_report&p=5641"},"modified":"2024-06-18T14:48:57","modified_gmt":"2024-06-18T14:48:57","slug":"component-3-curriculum","status":"publish","type":"mba_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?mba_report=component-3-curriculum","title":{"rendered":"Criterion 3 – Teaching and Learning Approach"},"content":{"rendered":"\n

Criterion 3 – Teaching and Learning Approach<\/strong><\/strong><\/p>\n\n\n\n

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AUNQA requirements for Criterion 3<\/h5><\/div>
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3.1 Guided by philosophy<\/h5><\/div>
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The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.<\/p>\n\n\n\n

Diagnostic questions<\/h5><\/div>
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  • Is an educational philosophy explicit and shared by all the teaching staff? What is it?<\/li>\n\n\n\n
  • What are teaching and learning activities that reflect the educational philosophy?<\/li>\n\n\n\n
  • Is the teaching provided by other departments (e.g. general courses) satisfactory? How is it evaluated?<\/li>\n\n\n\n
  • Are the teaching and learning methods used aligned with the ELOs?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
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    3.2 Responsible participation<\/h5><\/div>
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    The teaching and learning activities are shown to allow students to participate responsibly in the learning process.<\/p>\n\n\n\n

    Diagnostic questions<\/h5><\/div>
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    • Do the students participate with responsibilities in learning processes? In what teaching and learning activities?<\/li>\n\n\n\n
    • What are the students’ responsibilities in the teaching and learning activities?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
      3.3 Learning by action<\/h5><\/div>
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      The teaching and learning activities are shown to involve active learning by the students.<\/p>\n\n\n\n

      Diagnostic questions<\/h5><\/div>
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      • What are teaching activities used to promote learning by action or active learning? <\/li>\n\n\n\n
      • Is practical training a compulsory or optional part of the programme? <\/li>\n\n\n\n
      • Are the extent and result of practical training satisfactory?<\/li>\n\n\n\n
      • What benefits do employers and students gain from the practical training?<\/li>\n\n\n\n
      • How are students coached to do well in the practical training?<\/li>\n\n\n\n
      • How is the assessment for practical training done?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
        3.4 Life-long learning<\/h5><\/div>
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        The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning.<\/p>\n\n\n\n

        Diagnostic questions<\/h5><\/div>
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        • By what teaching and learning activities is a commitment to life-long learning instilled in students? <\/li>\n\n\n\n
        • How do the teaching activities enhance life-long learning?<\/li>\n\n\n\n
        • Do the chosen methods fit into the learning outcomes of the courses?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          3.5 Entrepreneurial mindset<\/h5><\/div>
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          The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.<\/p>\n\n\n\n

          Diagnostic questions<\/h5><\/div>
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          • What are teaching and learning activities used to inculcate in students entrepreneurial mindset?<\/li>\n\n\n\n
          • How do the teaching activities help students develop entrepreneurial mindset?<\/li>\n\n\n\n
          • Do the chosen methods fit into the learning outcomes of the courses?<\/li>\n\n\n\n
          • How is the assessment done?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
            3.6 Teaching and learning improvement<\/h5><\/div>
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            The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.<\/p>\n\n\n\n

            Diagnostic questions<\/h5><\/div>
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            • How is the teaching and learning approach evaluated? <\/li>\n\n\n\n
            • What is the procedure for evaluation and improvement of the teaching and learning approach?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
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              Scoring for TRSU QA<\/h5><\/div>
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              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>5-6 items<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n
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              AUNQA scoring rubrics<\/h5><\/div>
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              A seven-point rating scale used for AUNQA assessment<\/em> is described below.<\/p>\n\n\n\n

              1. Absolutely inadequate<\/h5><\/div>
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              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>
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              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>
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              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>
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              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>
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              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>
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              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>
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              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>
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              • 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>
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                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