{"id":5643,"date":"2023-01-04T03:09:29","date_gmt":"2023-01-04T03:09:29","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=mba_report&p=5643"},"modified":"2024-06-18T07:57:35","modified_gmt":"2024-06-18T07:57:35","slug":"component-5-evaluation-assessment","status":"publish","type":"mba_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?mba_report=component-5-evaluation-assessment","title":{"rendered":"Criterion 5 – Academic Staff"},"content":{"rendered":"\n

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

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AUNQA requirements for Criterion 5<\/h5><\/div>
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TRSU QA uses each of the AUNQA criterion requirements below to assess the relevant QA practice of a program. <\/p>\n\n\n\n

5.1 Planning for the needs<\/h5><\/div>
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The academic staff planning (including succession, promotion, redeployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service.<\/p>\n\n\n\n

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

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

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

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

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          Diagnostic questions<\/h5><\/div>
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          • How is the merit system implemented?<\/li>\n\n\n\n
          • What are the promotion criteria for the academic staff? Are they based on the merit system?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
            5.6 Roles and accountability<\/h5><\/div>
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            The rights and privileges, benefits, roles and relationships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood.<\/p>\n\n\n\n

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            Diagnostic questions<\/h5><\/div>
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            • What is the accountability of the academic staff in terms of roles, responsibilities, academic freedom, and professional ethics? <\/li>\n\n\n\n
            • How is it demonstrated by the academic staff?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
              5.7 Training and development<\/h5><\/div>
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              The training and developmental needs of the academic staff are systematically identified, and appropriate training and development activities are implemented to fulfill the identified needs.<\/p>\n\n\n\n

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              Diagnostic questions<\/h5><\/div>
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              • What are the training and development processes and plans? How are the training needs identified?<\/li>\n\n\n\n
              • Is there a system to develop strategic and technical competencies of the academic staff?<\/li>\n\n\n\n
              • What are the training hours and number of training places for the academic staff per year?<\/li>\n\n\n\n
              • Do the training and development plans reflect the university and faculty mission and objectives?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
                5.8 Performance and rewards<\/h5><\/div>
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                The performance management including reward and recognition is implemented to assess academic staff teaching and research quality.<\/p>\n\n\n\n

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