Criterion 5 – Academic Staff
Criterion
Requirements
Quality level assessment
Result
5.1 The programme to show that academic staff planning (including succession, promotion, re-deployment, 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.
Operational Result
To ensure that the quality and quantity of academic staff meet the evolving demands of education, research, and service, our program implements a comprehensive academic staff planning strategy. This strategy encompasses succession planning, promotion, re-deployment, termination, and retirement, forming a holistic framework that supports a dynamic and sustainable academic environment.
Our approach is designed to support professional growth, recognize exceptional contributions, and respond effectively to the changing needs of our academic community. By planning strategically for each stage of an academic staff member’s career, we ensure the development of a strong, motivated, and well-prepared team capable of delivering high-quality education, innovative research, and impactful service.
Succession Planning
The Faculty identifies and cultivates future leaders among our academic staff through targeted professional development, mentoring, and leadership training. This ensures a smooth transition in key roles and continuity in the delivery of educational and research excellence.
Promotion
Our promotion policy rewards academic excellence and meaningful contributions to research and community service. Regular performance evaluations, guided by transparent criteria, ensure that high-performing staff are recognized and advanced, reinforcing a culture of excellence, motivation, and continuous improvement.
Re-deployment
To optimize the use of academic expertise, we implement strategic re-deployment practices. These involve aligning staff strengths with evolving program needs, ensuring their knowledge and skills are applied where they can make the greatest impact. This adaptability enables us to respond swiftly to new academic and research challenges.
Termination
Our termination procedures are governed by fairness, transparency, and alignment with institutional policies. The process includes comprehensive performance reviews and opportunities for remediation. When termination is necessary, it is handled with professionalism and respect to uphold a positive organizational culture.
Evidence
| ID_Evidence | Name_Evidence |
| 5.1-1 | Instructor Management System and Mechanism |
| 5.1-2 | Faculty Operational Plan |
| 5.2.3 | Faculty of Education Strategic Plan |
| 5.1.4 | Program Monitoring Calendar |
5.2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service.
Operational Result
Our program employs a systematic approach to ensure that staff workload is measured and monitored to improve the quality of education, research, and service. This approach encompasses instructors’ subject assignments, supervision, monitoring, evaluation, and improvement processes. It aims to balance instructor workload while maintaining high educational standards and promoting an environment conducive to professional growth and excellence. By carefully planning and evaluating each stage of the academic process, we ensure that our instructors are well-supported and able to deliver high-quality education and innovative research. This approach not only supports the individual needs of our instructors but also aligns with our commitment to continuous improvement and excellence in all areas of academic and service delivery.
Instructors’ Subject Assignment
The curriculum or program schedules meetings prior to the beginning of the first semester to assign instructors to subjects offered in the next academic year, with careful consideration of students’ benefits. Instructor expertise, qualifications, and evaluation results from students in previously taught courses are key factors in this process. Only instructors with an average score of at least 3.85 out of 5 marks in student evaluations are considered, ensuring that only high-performing educators are assigned to courses.
Supervision, Monitoring, and Evaluation
The curriculum instructor is responsible for supervising, monitoring, and evaluating the performance of teaching instructors throughout the semester. This involves regular check-ins and assessments to ensure that instructors are meeting educational standards and effectively managing their workload. At the end of each semester, students evaluate the teaching performance of their instructors. These evaluations are crucial for ongoing quality assurance.
The program also evaluates the system used to assign instructors to subjects, incorporating feedback and recommendations to enhance the process in the next academic year. This evaluation ensures that workload distribution remains fair and aligned with the program’s goals.
Improvement Process from Evaluation Results
The curriculum instructor encourages teaching instructors to integrate feedback from evaluation results into their teaching and learning practices. Improvement plans developed from these evaluations are reflected in the teacher’s TQF (Thai Qualifications Framework), ensuring a continuous cycle of improvement.
Workload Measurement and Monitoring
To specifically address instructors workload, our program measures and monitors the workload of each instructor to ensure it is balanced and manageable. This involves:
- Regular Workload Assessments: Conducting assessments at the beginning and throughout the academic year to ensure instructors are not overburdened.
- Feedback Mechanisms: Collecting feedback from instructors about their workload and making necessary adjustments to prevent burnout and maintain high teaching standards.
- Data Analysis: Analyzing data from student evaluations, performance reviews, and workload assessments to identify trends and areas for improvement.
- Support Systems: Providing support and resources for instructors to manage their workload effectively, including professional development opportunities and access to teaching aids.
Evidence
| ID_Evidence | Name_Evidence |
| 5.2-1 | Lecturer’s Timetable |
5.3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated.
Operational Result
The BEd-English program follows a comprehensive and systematic approach to ensure that the competences of the academic staff are determined, evaluated, and communicated effectively. This approach is designed to maintain the highest standards of teaching, research, and service, thereby promoting a strong academic environment. These rigorous supervision, monitoring, and evaluation practices, alongside a structured and transparent recruitment and appointment process, ensure that our instructors are well-equipped to meet the educational needs and uphold the curriculum standards. This thorough process not only verifies the qualifications and expertise of our staff but also facilitates continuous professional development and improvement. Through these measures, we are committed to delivering high-quality education and advancing the institution’s mission by ensuring that all academic staff are competent, supported, and aligned with our educational objectives.
Supervision, Monitoring, and Evaluation
The curriculum instructor supervises, monitors, and evaluates the performance of the teaching instructors throughout the semester. This includes regular observations, feedback sessions, and performance assessments to ensure instructors meet the curriculum standards and educational objectives. At the end of each semester, students also evaluate their instructors’ teaching performance, providing valuable insights into the effectiveness and impact of the instructors.
Recruitment and Appointment Process
- Meeting to Determine Instructor Numbers: The program organizes a meeting to assess and determine the number of instructors required in accordance with curriculum standards criteria. This ensures that staffing levels meet the educational needs and maintain quality standards.
- Specification of Instructor Qualifications: The program specifies the qualifications required for instructors responsible for the curriculum or program. These qualifications are aligned with the curriculum standards criteria to ensure that all instructors possess the necessary expertise and credentials.
- Selection of Internal Instructors: For internal instructors, the program selects those who meet the curriculum standards criteria. This involves a thorough review of their qualifications, experience, and previous performance evaluations to ensure they are well-suited for the role.
- Recruitment of External Instructors: In the case of requiring external instructors, the curriculum or program requests approval from the faculty or college management committee to accept applications. The human resource department handles the application announcement and checks qualifications and documents. The curriculum or program then considers, selects, and announces the selected instructors.
- Review and Approval: New selected instructors, whether internal or external, are submitted to the academic department of the College for checking and reviewing. Following this, the curriculum or program submits the candidates to the College Academic Council and the College Council for approval and further appointment.
- Curriculum Revision Form Submission: The program submits a curriculum revision form (Form 08) for requesting amendment or addition of instructors responsible for the curriculum or program. This is done through the faculty, the College Academic Council, and the College Council, prior to submission to the Office of Higher Education Commission.
- Evaluation of Recruitment and Appointment Processes: The program evaluates the procedures and processes for recruiting and appointing instructors. This evaluation includes assessing the effectiveness and efficiency of the recruitment process and making recommendations for improvement to ensure the highest standards are maintained.
Evidence
| ID_Evidence | Name_Evidence |
| 5.3-1 | Faculty Recruitment and Appointment System |
| 5.3.2 | Orientation for New Lecturers |
5.4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.
Operational Result
Our program follows a structured and rigorous system to ensure that the duties allocated to the academic staff are appropriate to their qualifications, experience, and aptitude. The system designed to align with curriculum standards and the missions of higher education, including teaching, research, academic service, and arts and culture preservation. By carefully considering each instructor’s unique strengths and expertise, we strive to create a balanced and supportive work environment that enhances their professional development and effectiveness. Our approach includes a detailed process for workload determination, regular review and adjustment, and provision of necessary support and resources. This ensures that all staff members can perform their roles efficiently and contribute meaningfully to the institution’s goals and the overall student learning experience.
System for Assigning Duties and Responsibilities
The program organizes a meeting to consider the number of instructors required in accordance with the curriculum standards criteria. This meeting also addresses the distribution of duties to ensure they are appropriate to each instructor’s qualifications, experience, and aptitude.
- Workload Determination and Assignment: The curriculum or program determines and assigns instructor workloads that encompass all missions of Higher Education, including Teaching, Research, Academic Service, and Arts and Culture Preservation. This holistic approach ensures that all aspects of an instructor’s role are considered.
- Instructor Work Plan Development: Instructors set up a work plan according to their assigned workload and goals. This plan includes specific objectives in the following areas:
- Research Outputs / Academic Works: Instructors outline their plans for producing research results and academic works, ensuring they contribute to the body of knowledge in their field.
- Development of Academic Knowledge / Work Experience: Instructors detail their plans for continuing professional development, including gaining new academic knowledge and work experience to enhance their expertise.
- Development of Teaching and Learning: Instructors propose initiatives for improving their teaching methods and enhancing the learning experience for students. This may include integrating new technologies, pedagogical strategies, and assessment techniques.
- Other Designated Assignments: Instructors include any additional responsibilities assigned to them, such as committee work, administrative duties, or participation in extracurricular activities.
Allocation Process
- Consideration of Qualifications and Experience: The program considers each instructor’s qualifications and experience when assigning duties. This ensures that tasks are matched to the instructor’s expertise and capability, allowing them to perform effectively and confidently.
- Alignment with Instructor Aptitude: The program takes into account the individual aptitudes and strengths of instructors. By aligning duties with their natural skills and interests, we enhance job satisfaction and performance.
- Regular Review and Adjustment: The program regularly reviews and adjusts instructor workloads to ensure they remain appropriate and manageable. This includes periodic meetings to assess progress and make necessary adjustments based on feedback and performance evaluations.
- Support and Resources: The program provides support and resources to help instructors manage their duties effectively. This includes access to professional development opportunities, teaching aids, and research funding.
Evidence
| ID_Evidence | Name_Evidence |
| 5.4-1 | Lecturer’s Duties and Responsibilities |
5.5 The programme to show that promotion of the academic staff is based on a merit system which accounts for teaching, research, and service.
Operational Result
Our program follows a structured and rigorous system to ensure that the duties allocated to the academic staff are appropriate to their qualifications, experience, and aptitude. The system designed to align with curriculum standards and the missions of higher education, including teaching, research, academic service, and arts and culture preservation. By carefully considering each instructor’s unique strengths and expertise, we strive to create a balanced and supportive work environment that enhances their professional development and effectiveness. Our approach includes a detailed process for workload determination, regular review and adjustment, and provision of necessary support and resources. This ensures that all staff members can perform their roles efficiently and contribute meaningfully to the institution’s goals and the overall student learning experience.
System for Assigning Duties and Responsibilities
The program organizes a meeting to consider the number of instructors required in accordance with the curriculum standards criteria. This meeting also addresses the distribution of duties to ensure they are appropriate to each instructor’s qualifications, experience, and aptitude.
- Workload Determination and Assignment: The curriculum or program determines and assigns instructor workloads that encompass all missions of Higher Education, including Teaching, Research, Academic Service, and Arts and Culture Preservation. This holistic approach ensures that all aspects of an instructor’s role are considered.
- Instructor Work Plan Development: Instructors set up a work plan according to their assigned workload and goals. This plan includes specific objectives in the following areas:
- Production of Research Results / Academic Works: Instructors outline their plans for producing research results and academic works, ensuring they contribute to the body of knowledge in their field.
- Development of Academic Knowledge / Work Experience: Instructors detail their plans for continuing professional development, including gaining new academic knowledge and work experience to enhance their expertise.
- Development of Teaching and Learning: Instructors propose initiatives for improving their teaching methods and enhancing the learning experience for students. This may include integrating new technologies, pedagogical strategies, and assessment techniques.
- Other Designated Assignments: Instructors include any additional responsibilities assigned to them, such as committee work, administrative duties, or participation in extracurricular activities.
Allocation Process
- Consideration of Qualifications and Experience: The program considers each instructor’s qualifications and experience when assigning duties. This ensures that tasks are matched to the instructor’s expertise and capability, allowing them to perform effectively and confidently.
- Alignment with Instructor Aptitude: The program takes into account the individual aptitudes and strengths of instructors. By aligning duties with their natural skills and interests, we enhance job satisfaction and performance.
- Regular Review and Adjustment: The program regularly reviews and adjusts instructor workloads to ensure they remain appropriate and manageable. This includes periodic meetings to assess progress and make necessary adjustments based on feedback and performance evaluations.
- Support and Resources: The program provides support and resources to help instructors manage their duties effectively. This includes access to professional development opportunities, teaching aids, and research funding.
Evidence
| ID_Evidence | Name_Evidence |
| 5.5-1 | Instructor Promotion and Development System |
5.6 The programme to show that 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.
Operational Result
The Faculty of Education is dedicated to promoting excellence in teaching, research, and service among its academic staff. As part of our commitment to fostering a culture of meritocracy, the faculty has developed a comprehensive program to evaluate and promote academic staff based on their contributions to these key areas. This program aims to recognize and reward faculty members who demonstrate exceptional performance in teaching, research, and service, thereby ensuring the continued growth and success of our academic community
- Teaching Performance: Emphasize the importance of effective teaching practices, including innovative teaching methods, student engagement, and the ability to inspire and motivate students.
- Research Publications: Highlight the significance of research contributions, such as publications in reputable journals, presentations at conferences, and securing research grants.
- Academic Service : Acknowledge the value of academic service, including involvement in faculty committees, mentorship of junior faculty, and contributions to the wider academic community.
- Student Support: Recognize faculty involvement in student activities, such as advising student organizations, participating in student events, and providing mentorship and guidance to students.
- Evaluation Criteria: Clearly define the evaluation criteria for faculty performance, including specific metrics for teaching effectiveness, research output, service contributions, and student engagement.
- Evaluation Process: Describe the evaluation process, which may include student evaluations, self-assessment, peer evaluations, and evaluations by department heads or deans.
- Merit System: Ensure that the promotion process is based on merit, with promotions awarded to faculty members who demonstrate excellence in teaching, research, and service.
- Review Process: Outline the review process, which may involve evaluation by department heads, deans, and the vice president for academic affairs, to ensure that promotions are fair and transparent.
Evidence
| ID_Evidence | Name_Evidence |
| 5.6-1 | Lecturer & Staff Manual |
| 5.6-2 | Lecturer’s Code of Ethics |
5.7 The programme to show that the training and developmental needs of the academic staff are systematically identified, and that appropriate training and development activities are implemented to fulfil the identified needs.
Operational Result
The Faculty of Education, St Teresa International University, is committed to fostering an environment where academic staff are well-informed, valued, and supported in their roles. To achieve this, we have established comprehensive communication methods that ensure all academic staff are fully aware of their duties, responsibilities, rights, and privileges. These methods are designed to emphasize professional ethics and academic freedom, ensuring a well-defined and understood framework for roles, relationships, and accountability. By maintaining clear and consistent communication, we aim to create a collaborative and transparent academic community where staff can thrive and contribute effectively to the institution’s mission and goals.
- Annual Meeting:
- Before the start of each semester, the institution conducts an Annual Meeting for all academic and supporting staff. This meeting serves as a platform to discuss the overarching goals, policies, and updates for the upcoming semester. It also provides an opportunity for staff to voice concerns, ask questions, and receive clarifications on their roles and responsibilities.
- Orientation for Newly Hired Lecturers:
- The program organizes a thorough Orientation for newly hired lecturers. This orientation includes detailed sessions on the institution’s mission, vision, values, and expectations. It covers the specific duties, roles, and responsibilities of academic staff, emphasizing professional ethics, academic freedom, and the supportive environment within the institution.
- Monthly Meetings with the Dean:
- A monthly meeting is held with the Dean of the Faculty. These meetings provide a regular forum for academic staff to discuss ongoing issues, receive updates on faculty matters, and ensure alignment with institutional goals. They also serve as an avenue for reinforcing the understanding of roles, responsibilities, and the importance of adhering to professional ethics and academic standards.
- Professional Development Seminar for Lecturers
* Designed to support the continuous growth of academic staff by enhancing teaching effectiveness, research capabilities, and leadership skills. Through interactive sessions, expert-led workshops, and peer collaboration, lecturers will explore best practices in pedagogy, curriculum innovation, academic publishing, and professional ethics. - Distribution of Lecturer’s Manual:
- Every new staff member receives a comprehensive “Lecturer’s Manual.” This manual contains detailed information about the Faculty and the college in general. It clearly outlines the rights and privileges, benefits, roles, relationships, and accountability of academic staff. The manual ensures that all staff are informed about their professional duties and the ethical standards expected of them. It also provides guidance on maintaining academic freedom while fulfilling their responsibilities.
Evidence
| ID_Evidence | Name_Evidence |
| 5.7-1 | Academic Staff Development System & Mechanism |
| 5.7-2 | Various Professional Development for Academic Staff |
| 5.7.3 | Academic Staff Development System and Mechanism |
| 5.7.4 | Orientation for Newly Hired Lecturers |
5.8 The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality.
Operational Result
The BEd-English program is dedicated to upholding high standards of teaching and research quality through a established performance management system. This system is designed to systematically assess the performance of academic staff, ensuring they meet the institution’s expectations. By incorporating regular assessments, rewards, and recognition, the program strives to promote a culture of excellence, motivation, and continuous improvement. Our approach ensures that academic staff are not only held accountable for their contributions but are also celebrated for their achievements. This comprehensive system supports professional growth, enhances job satisfaction, and ultimately contributes to the overall mission and goals of the institution
- Performance Assessment:
- Annual Reviews: Each academic staff member undergoes an annual performance review. This review assesses teaching effectiveness, research productivity, and contributions to academic service. The process includes self-assessments, peer reviews, student feedback, and evaluations by supervisors.
- Teaching Quality: Teaching quality is assessed through different areas, including student evaluations, peer observations, and analysis of student outcomes. Instructors are encouraged to reflect on their teaching practices and identify areas for improvement.
- Research Quality: Research performance is evaluated based on publications in reputable journals, citations, grant acquisitions, and contributions to the academic community. Staff are encouraged to engage in interdisciplinary research and collaborative projects.
- Reward and Recognition:
- Incentive Programs: The institution offers incentive programs to reward outstanding teaching and research performance. These programs may include research grants, certficates and additional professional development opportunities.
- Awards and Honors: Exceptional academic staff are recognized through various awards and honors. This normally takes place during our Annual Staff Meeting.
- Promotions and Career Advancement: High-performing staff are considered for promotions and career advancement opportunities. The promotion process is transparent and based on merit, with clear criteria related to teaching excellence, research impact, and service contributions.
- Continuous Professional Development:
- Professional Development Plans: Staff are encouraged to create professional development plans that align with their career goals and institutional priorities. These plans are reviewed and supported by the institution to ensure continuous growth and improvement.
- Mentorship Programs: Experienced faculty members are paired with junior staff to provide mentorship and guidance. This fosters a supportive environment and helps junior staff develop their skills and achieve their career objectives.
- Feedback and Improvement:
- Regular Feedback: Academic staff receive regular feedback on their performance. This feedback is constructive and aims to help staff understand their strengths and areas for improvement.
- Improvement Plans: Staff who need to improve their performance are provided with tailored improvement plans. These plans include specific goals, resources, and timelines to support their development.
Evidence
| ID_Evidence | Name_Evidence |
| 5.8-1 | Annual Staff Meeting & Recognition |
Self-Assessment
| Requirements | Result | Score |
| 5.1 The programme to show that academic staff planning (including succession, promotion, re-deployment, 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. | / | 1 |
| 5.3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated. | / | |
| 5.2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service. | / | 1 |
| 5.4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude. | / | |
| 5.5 The programme to show that promotion of the academic staff is based on a merit system which accounts for teaching, research, and service. | / | 1 |
| 5.6 The programme to show that 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. | / | |
| 5.7 The programme to show that the training and developmental needs of the academic staff are systematically identified, and that appropriate training and development activities are implemented to fulfil the identified needs. | / | 1 |
| 5.8 The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality. | / | 1 |
| Overall | 5 | |