{"id":5644,"date":"2023-01-04T03:14:52","date_gmt":"2023-01-04T03:14:52","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/business\/?post_type=mba_report&p=5644"},"modified":"2024-06-18T14:49:54","modified_gmt":"2024-06-18T14:49:54","slug":"component-6-faculty-members","status":"publish","type":"mba_report","link":"https:\/\/www.stic.ac.th\/qafs2324\/business\/?mba_report=component-6-faculty-members","title":{"rendered":"Criterion 6 – Student Support Services"},"content":{"rendered":"\n

Criterion 6 – Student Support Services<\/strong><\/strong><\/p>\n\n\n\n

\n
Requirements for AUNQA Criterion 6<\/h5><\/div>
<\/span><\/div><\/div>
\n
6.1 Student admission<\/h5><\/div>
<\/span><\/div><\/div>
\n

The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.<\/p>\n\n\n\n

Diagnostic questions<\/h5><\/div>
<\/span><\/div><\/div>
\n
    \n
  • How is student intake monitored and analysed?<\/li>\n\n\n\n
  • How are students selected?<\/li>\n\n\n\n
  • What policy is pursued with regard to the intake of students? Does it aim to increase the intake or to stabilise it? Why?<\/li>\n\n\n\n
  • What measures are taken to influence the quality and the size of the intake? What effect does these measures have?<\/li>\n\n\n\n
  • How does the programme take into account the level of achievement of entering students?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
    6.2 Service planning<\/h5><\/div>
    <\/span><\/div><\/div>
    \n

    Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service.<\/p>\n\n\n\n

    Diagnostic questions<\/h5><\/div>
    <\/span><\/div><\/div>
    \n
      \n
    • What are the academic support services? What are non-academic support services?<\/li>\n\n\n\n
    • What are the short-term and long-term plans of academic support services?<\/li>\n\n\n\n
    • What are the short-term and long-term plans of non-academic support services?<\/li>\n\n\n\n
    • What are the support services for teaching, research and community service?<\/li>\n\n\n\n
    • How are the sufficiency and quality of support services determined?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
      6.3 Student monitor<\/h5><\/div>
      <\/span><\/div><\/div>
      \n

      An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary.<\/p>\n\n\n\n

      Diagnostic questions<\/h5><\/div>
      <\/span><\/div><\/div>
      \n
        \n
      • Is the study load divided equally across and within each academic year? How is the credit hours calculated? <\/li>\n\n\n\n
      • What are the indicators used to monitor student progress and performance?<\/li>\n\n\n\n
      • Does the department have a monitoring system for recording study progress and following graduates? How does it work?<\/li>\n\n\n\n
      • How is the data of the monitoring system used?<\/li>\n\n\n\n
      • What is the corrective feedback? How is it provided?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
        6.4 Co-curricular activities<\/h5><\/div>
        <\/span><\/div><\/div>
        \n

        Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.<\/p>\n\n\n\n

        \n
        Diagnostic questions<\/h5><\/div>
        <\/span><\/div><\/div>
        \n
          \n
        • What are the co-curricular activities and student competition used? <\/li>\n\n\n\n
        • How do they improve learning experience or employability?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
          6.5 Service competences evaluation<\/h5><\/div>
          <\/span><\/div><\/div>
          \n

          The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.<\/p>\n\n\n\n

          \n
          Diagnostic questions<\/h5><\/div>
          <\/span><\/div><\/div>
          \n
            \n
          • Are the support staff members competent and qualified for their jobs?<\/li>\n\n\n\n
          • Are the competencies and expertise of the support staff adequate?<\/li>\n\n\n\n
          • How are the required competence of the support staff identified? <\/li>\n\n\n\n
          • Are the competence relevant to stakeholders’ needs?<\/li>\n\n\n\n
          • Are support staff members satisfied with their roles?<\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/div>\n<\/div><\/div>\n\n\n\n
            6.6 Service quality enhancement<\/h5><\/div>
            <\/span><\/div><\/div>
            \n

            Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.<\/p>\n\n\n\n

            \n
            Diagnostic questions<\/h5><\/div>
            <\/span><\/div><\/div>
            \n
              \n
            • What are the indicators used to monitor student progress and performance?<\/li>\n\n\n\n
            • Are students satisfied with the support services provided?<\/li>\n\n\n\n
            • How are the students support services evaluated?<\/li>\n\n\n\n
            • Is benchmarking used? How are the student support services enhanced?<\/li>\n<\/ul>\n<\/div><\/div>\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>3-4 items<\/td>5 items<\/td>5 items + 6.6<\/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 Result<\/strong><\/p>\n\n\n\n

                  6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.<\/p>\n\n\n

                  The prospective potential candidates of the program have been identified and recruited via 4 approaches: 1) Different bachelor programs\u2019 alumni of the university, 2) online announcement via the Department\u2019s website and social media (e.g., Facebook), 3) Marketing team\u2019s visit to difference provinces to recruit students (for both bachelor and master level), and 4) National and International Education Expo.<\/p>\n

                  The criteria for the selection of students are determined and published in the online admission announcement and the brochure of Master of Business Administration program. The student intake policy, admission, and selection criteria are reviewed and updated every 5 years.<\/p>\n

                  Instructions for application and links to the application form and the submission system are on the University\u2019s website. Prospective applicants are instructed to fill out application for admissions. After submission, the registration department forward the details to the program committee. Applicants who meet the admission requirements are then evaluated by interview.<\/p>\n

                  The number of student intake, performance of students, teaching and learning approach and fulfilment of expected learning outcomes are also considered for deciding the level of achievement of entering students.\u00a0<\/p>\n\n\n

                  6.2 Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service.<\/p>\n\n\n

                  The MBA program, along with the college, has a both short-term and long-term planning for student support system. Currently the program offers following facilities and periodically review them for upgradation:<\/p>\n

                  Academic supports:<\/strong><\/p>\n

                  Library<\/strong>:<\/strong> STIC library is a two storied building, offering academic materials, textbooks, journals, electronic journal databases and study area, in addition to services from the university; opening hours 8.00 am \u2013 5.00 pm Monday to Saturday.<\/p>\n

                  WiFi<\/strong>:<\/strong> WiFi is available in all faculty buildings and dormitory areas, (in COVID-19 pandemic situation, the FBA upgraded every classroom to be well-equipped classrooms for online learning, capable for online learning access with options of google meet.)<\/p>\n

                  Co-studying space<\/strong>: Several co-working spaces, available at dormitory, library and faculty building for working groups.<\/p>\n<\/p>\n

                  Non-academic support services,<\/strong> FBA provides:<\/p>\n

                  Dormitory<\/strong>:<\/strong> There are eight dormitory buildings in proximity to the university, a five-minute walk<\/p>\n

                  distance from the library; offering full facilities such as cafeteria, laundry, convenient store, activity room and leisure room, with wireless network covering the whole building.<\/p>\n

                  Prayer room: Chapel for Christian students and a prayer room for Muslim students. Religious<\/p>\n

                  Sport club<\/strong>: Club for indoor games, and outdoor activities<\/p>\n

                  Play ground: <\/strong>For football, volleyball, basketball and badminton<\/p>\n

                  Gymnasium with swimming pool<\/strong>: A gym with modern equipment and a specious swimming pool<\/p>\n

                  Advisor-Advisee system:<\/strong> To advise student regarding their academic and personal life. <\/p>\n

                  To ensure sufficiency and quality of support services for teaching, research and service, the Department has planned to strengthen program’s manpower, methods, materials, and managements for supporting short- and long-term academic and non-academic services of the program.<\/p>\n\n\n

                  6.3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary.<\/p>\n\n\n\n

                  The program has set up the time plan of academic activities and monitoring the students\u2019 progress. A general advisor has been assigned to each student when the first semester starts to support academic and non-academic activities before the thesis advisor is assigned. For the course work, the participation of the students in each class is observed and discussed in the program committee\u2019s meeting. Student\u2019s scores of the examination for all courses are discussed and assessed. For the thesis work, there are two methods to monitor the student progress and academic performance: progress report submitted by the student and progress observation by the thesis supervisor. All current students must submit the progress report every semester and the reports are discussed and evaluated by the curriculum committee in the meeting and kept in the recording system. In addition, the student\u2019s progress is presented by the thesis supervisor which obtains from the communication between student and supervisor via e-mails for progress of data collection or individual discussion during data analysis and manuscript\/thesis preparation. The progress of students in this monitoring system used to determine the situation of students for study and graduation can be planned and evaluated whether the indicator performance will be achieved or more efforts or close monitoring are needed. Apart from evaluation of the students, the students also provide the feedback and evaluation of the courses to the program<\/p>\n\n\n\n

                  The credit point system is used to evaluate the academic performance and study achievement. The credit of course work is 24 credits. A total of thesis credit is 12 credits (Plan A2) which are calculated as 3 credits for proposal defense and first three chapters, 3 credits for data collection and analysis, 3 credits for a publication and  3 credits for final defense and five chapter submission (with approval). The study load is divided equally over and within the academic years by 24-credit course work in the first year, 12-credit thesis work in the second year. Based on this plan timeline, the average years which the student complete the program are 2 years.<\/p>\n\n\n\n

                  Lecturers regularly discuss about performing students to find the solution to motivate students together. The major advisor has a responsibility to be a good mentor and take care of their advisee directly. Support staff will help students who have problems concerning course options, change of options, interruption or termination of studies follows the University regulations. Therefore, all lecturers can know study progress of all students. The University regulation defines the study period for MBA students (Plan A2) as not more than 4 years; however, they are expected to complete in 2 years as following study plan.<\/p>\n\n\n\n

                  6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.<\/p>\n\n\n

                  To improve students\u2019 learning experiences, the faculty allocates budget to support student club activities, industry visit, moral and ethics activities and 21st<\/sup> century skills development.<\/p>\n

                  The university student affair office (SAO) maintains various clubs to run the necessary co-curricular activities. Students can join and actively participate in different activities organized by the clubs. Besides, TOEIC practice sessions and language lab supports students to be a true global graduate.<\/p>\n

                  The FBA supported students to improve employability. Annually, the FBA organizes employment seminar for graduating students. To make the future graduates ready for their workplaces, different skills are taught during that seminar.<\/p>\n

                  During academic year 2023 the Program arranged a study tour to Ayutthaiya historical park along with Faculty of Education. The students experienced business model of small businesses at floating market. Besides, the students gather multicultural group experience which will help them to survive in the diverse workplace.<\/p>\n

                  The career prospects of the students are provided to all students in the class during the course work and supervision by the main advisor on thesis works. Further training, scholarship and job opportunity are announced to current students and alumni through e-mail, department website and Facebook. Other extracurricular activities to promote social and cultural exchanges and communication skills are conducted at program, faculty and university level such as New Year festival, teacher day, or celebration, International Cultural Night or Cultural tour.<\/p>\n\n\n

                  6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.<\/p>\n\n\n

                  For the deployment, all support staff know their roles of work based on their standard operating procedures relevant to their competency. Additional training and academic improvement are available along with the employment. The meeting among academic staff and support staff is organized once in every year to share the experiences and challenges that they face in their works to identify the solutions and suggestions. Our program uses the University’s competency criteria for evaluating the support staff including core and functional competencies which have been updated. Same core competencies are applied for all support staff but the functional competencies are different depend on positions as following details. They all know that their performances are evaluated using the competency and functional performances and by peer assessment annually. The rubric system of competency assessment is additionally constructed by the program committee to standardize the evaluation and indicate the need of support services of the program.<\/p>\n

                  Table <\/strong>Competency criteria of support staff<\/p>\n\n\n\n\n\n\n
                  \n

                  Core Competency<\/p>\n<\/td>\n

                  		\n

                  Functional Competency<\/p>\n<\/td>\n<\/tr>\n

                  \n

                  1. Ethics and social responsibility<\/p>\n<\/td>\n

                  		\n

                  1. Ethical values 2. Information security 3. Respect for others<\/p>\n<\/p>\n<\/td>\n<\/tr>\n

                  \n

                  2. Professionalism<\/p>\n<\/td>\n

                  		\n

                  1. Relevant professional skills in responsible job description 2. Learning ability 3. Problem solving 4. Creative thinking and continuous learning 5. Attention to detail 6. Hardware and software skill 7. Network skill<\/p>\n<\/td>\n<\/tr>\n

                  \n

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

                  		\n

                  1. Liaison ability 2. Team work 3. Cultural diversity orientation 4. Sharing mindset<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                  Minimum 3 functional competency depending on the type of work<\/p>\n<\/p>\n\n\n

                  6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.<\/p>\n\n\n

                  The student support services of Master of Business Administration program are evaluated by the students and peer assessments. Logistics and administration of curricular activities performed by the support staff and those in connection between teaching staff and students as well as teaching and coaching performances of academic staff were also assessed by the students annually. For co-curricular activities on special event were assessed by the participants. The evaluation scores of all activities were shown to be satisfactory.<\/p>\n

                  All support staff have also the opportunity to express their feeling and satisfaction once in a year when the feedback of competency and functional performance is conducted on one-to-one basis with the Dean. The support staff evaluation process has been monitored by the Faculty of Business Administration. Apart from the support to current students throughout the whole study periods, the Master of Business Administration program also supports the alumni after graduation for education and research. Currently, the communication or coordination is informally held between graduate and individual academic staff, but now the program is planning to do that in a systematic manner to compliment the support services.<\/p>\n\n\n

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

                  ID_Evidence<\/strong><\/td>Name_Evidence<\/strong><\/td><\/tr>
                  6.1-1<\/td>Program brochure<\/a><\/td><\/tr>
                  6.1-2<\/td>Marketing campaign<\/a><\/td><\/tr>
                  6.2-1<\/td>Faculty facility development plan and budget<\/a><\/td><\/tr>
                  6.4-1 <\/td>SAO report<\/a><\/td><\/tr>
                  6.4-2<\/td>Ayutthaya Trip<\/a><\/td><\/tr>
                  6.6-1<\/td>Student satisfaction survey (support services)<\/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>
                  6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.<\/td>\/<\/td>1<\/td><\/tr>
                  6.2 Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service.<\/td>\/<\/td>1<\/td><\/tr>
                  6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.<\/td>\/<\/td><\/tr>
                  6.3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary.<\/td>\/<\/td>1<\/td><\/tr>
                  6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.<\/td>\/<\/td>1<\/td><\/tr>
                  6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.<\/td>\/<\/td>1<\/td><\/tr>
                  Overall<\/strong><\/td>5<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":8,"comment_status":"open","ping_status":"closed","template":"","class_list":["post-5644","mba_report","type-mba_report","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/mba_report\/5644","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/mba_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=\/wp\/v2\/types\/mba_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5644"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2324\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5644"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}