{"id":17719,"date":"2025-03-09T08:37:30","date_gmt":"2025-03-09T08:37:30","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/education\/?post_type=meds_report&#038;p=17719"},"modified":"2025-06-26T15:51:44","modified_gmt":"2025-06-26T15:51:44","slug":"%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99-6","status":"publish","type":"meds_report","link":"https:\/\/www.stic.ac.th\/qafs2425\/education\/meds-report\/%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99-6\/","title":{"rendered":"Section 4 Performance Results Based on Quality Criteria (Criterion 6 &#8211; Student Support Services)"},"content":{"rendered":"\n<p class=\"has-text-align-center has-blush-light-purple-gradient-background has-background\" style=\"font-size:22px\"><strong><strong><strong>Criterion 6 &#8211; Student Support Services<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p class=\"has-pale-ocean-gradient-background has-background\" style=\"font-size:20px\"><strong>Criterion<\/strong><\/p>\n\n\n\n<p style=\"font-size:20px\"><strong>Requirements<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" data-id=\"14850\" src=\"https:\/\/www.stic.ac.th\/qafs2425\/business\/wp-content\/uploads\/sites\/2\/2025\/02\/1-13.png\" alt=\"\" class=\"wp-image-14850\" \/><\/figure>\n<\/figure>\n\n\n\n<p style=\"font-size:20px\"><strong>Quality level assessment<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img decoding=\"async\" src=\"https:\/\/www.stic.ac.th\/qafs2425\/business\/wp-content\/uploads\/sites\/2\/2025\/02\/2-5.png\" alt=\"\" class=\"wp-image-14829\" style=\"width:436px;height:auto\" \/><\/figure>\n\n\n\n<p class=\"has-blush-light-purple-gradient-background has-background\" style=\"font-size:20px\"><strong>Result<\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong><strong><strong>6.1 The student intake policy, admission criteria, and admission procedures to the program are shown to be clearly defined, communicated, published, and up-to-date.<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>The Master of Education in Learning Management Science program at St Teresa International University (TRSU) has established a structured and transparent student intake policy that aligns with national and institutional quality standards. The <strong>admission criteria<\/strong> and <strong>procedures<\/strong> are explicitly outlined and publicly accessible through the official Faculty of Education website and program brochures.<\/p>\n\n\n\n<p>The <strong>admission criteria<\/strong> include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>A Bachelor\u2019s degree in Education or a related field from an accredited institution.<\/li>\n\n\n\n<li>Preferred teaching or educational experience.<\/li>\n\n\n\n<li>English language proficiency (as necessary).<\/li>\n\n\n\n<li>Submission of supporting documents such as transcripts, a statement of purpose, and letters of recommendation.<\/li>\n<\/ul>\n\n\n\n<p>The <strong>admission procedures<\/strong> are methodically conducted through:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Online application submission,<\/li>\n\n\n\n<li>Academic and professional qualifications screening by the admission committee,<\/li>\n\n\n\n<li>Interview (if required),<\/li>\n\n\n\n<li>Issuance of official acceptance letters and enrollment instructions.<\/li>\n<\/ul>\n\n\n\n<p>All relevant information regarding intake policy and procedures is:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Clearly defined<\/strong>: Requirements and timelines are outlined in program announcements and TQF documents.<\/li>\n\n\n\n<li><strong>Communicated<\/strong>: Through online platforms, program coordinators, and orientation sessions.<\/li>\n\n\n\n<li><strong>Published<\/strong>: On the TRSU Faculty of Education website (<a class=\"\" href=\"https:\/\/facultyofeducation.net\">https:\/\/facultyofeducation.net<\/a>) and official college channels.<\/li>\n\n\n\n<li><strong>Regularly updated<\/strong>: Admission details are reviewed annually to ensure relevance with changing higher education policies and stakeholder needs.<\/li>\n<\/ul>\n\n\n\n<p>This comprehensive approach supports the recruitment of qualified candidates and promotes transparency and equity in admissions while fulfilling institutional goals and national education standards.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Evidence<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table is-style-regular\" style=\"font-size:18px\"><table><tbody><tr><td><strong>ID_Evidence<\/strong><\/td><td><strong>Name_Evidence<\/strong><\/td><\/tr><tr><td>6.1-1<\/td><td>&nbsp;<a href=\"https:\/\/facultyofeducation.net\"><\/a><a href=\"https:\/\/facultyofeducation.net\/\">Faculty of Education, St. Theresa International University<\/a>, Website <\/td><\/tr><tr><td>6.1-2<\/td><td>&nbsp;<a href=\"https:\/\/www.trsu.ac.th\/admis\/index.php?channelid=3&amp;_gl=1*1g414h7*_gcl_au*MTUxODQzMzk0Ni4xNzE5NzU3NTI0\">Online Admission Portal<\/a><\/td><\/tr><tr><td><\/td><td>&nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p style=\"font-size:18px\"><strong><strong><strong>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.<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>St. Teresa International University (TRSU), through its Faculty of Education, ensures that both <strong>short-term and long-term planning<\/strong> is systematically implemented to provide sufficient and high-quality <strong>academic and non-academic support services<\/strong> aligned with the needs of students and faculty in the Master of Education in Learning Management Science program.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Short-Term Planning<\/strong><\/h3>\n\n\n\n<p>Short-term strategies are planned annually and focus on addressing immediate student and faculty needs:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Academic Support<\/strong>: Scheduling of tutorial sessions, academic advising, thesis writing workshops, and digital learning resource orientation.<\/li>\n\n\n\n<li><strong>Non-Academic Support<\/strong>: counselling services, health check-up arrangements, career guidance, and IT troubleshooting services to support teaching and research activities.<\/li>\n\n\n\n<li><strong>Community Engagement<\/strong>: Planning field visits, short-term service-learning projects, and professional development activities.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Long-Term Planning<\/strong><\/h3>\n\n\n\n<p>Long-term planning is integrated into the college&#8217;s five-year strategic development framework and includes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Infrastructure Investment<\/strong>: Upgrading library systems, expanding digital learning platforms, and improving internet access and research databases.<\/li>\n\n\n\n<li><strong>Faculty Development<\/strong>: Offering ongoing training for faculty in curriculum design, digital pedagogy, and international research collaboration.<\/li>\n\n\n\n<li><strong>Sustainable Partnerships<\/strong>: Building collaborations with schools, local communities, and educational institutions to ensure sustained relevance in teaching and community-based research.<\/li>\n\n\n\n<li><strong>Monitoring &amp; Evaluation<\/strong>: Institutional research and quality assurance units collect data annually to evaluate service effectiveness and make data-informed improvements.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Integration and Quality Assurance:<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The planning processes are aligned with the college\u2019s <strong>internal quality assurance (IQAC)<\/strong> system and feedback from stakeholders, including students, lecturers, and alumni.<\/li>\n\n\n\n<li>Regular meetings of academic boards and program committees ensure that support services are responsive to evolving academic and social needs.<\/li>\n\n\n\n<li>Surveys, tracer studies, and stakeholder consultations feed into the refinement of services provided.<\/li>\n<\/ul>\n\n\n\n<p>Support services are designed to holistically assist graduate students in their academic journey and beyond, ensuring they receive not only scholarly assistance but also personal, professional, and social development opportunities. All initiatives are aligned with the expected learning outcomes of the program and meet the requirements of national standards set by the Ministry of Higher Education, Science, Research and Innovation.<\/p>\n\n\n\n<p>This ongoing dual-track planning ensures that the M.Ed. LMS program continuously enhances its academic integrity, research capability, and community responsiveness.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Evidence<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>ID_Evidence<\/strong><\/td><td><strong>Name_Evidence<\/strong><\/td><\/tr><tr><td>6.2-1<\/td><td>&nbsp;<a href=\"https:\/\/trsu.ac.th\/student-life\/facilities\/library\">TRSU- Learning Resource Centre<\/a><\/td><\/tr><tr><td>6.2-2<\/td><td><a href=\"https:\/\/drive.google.com\/file\/d\/1GDElzEsIWT5SCsBEhFiWavGaCF_dLBvv\/view?usp=sharing\">&nbsp;<strong>Faculty Development<\/strong> <strong>Meeting <\/strong><\/a><\/td><\/tr><tr><td>6.2-3<\/td><td>&nbsp;<a href=\"https:\/\/drive.google.com\/file\/d\/146c2DsozsWddqTVacyCXqgZfnFyz6EmP\/view?usp=drive_link\">Academic Support<\/a><\/td><\/tr><tr><td>6.2-4<\/td><td><a href=\"https:\/\/trsu.ac.th\/wat-phau-saowapa-health-evaluation-education-project-2022\">Health check-up arrangements<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p style=\"font-size:18px\"><strong><strong><strong>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.<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>The Master of Education in Learning Management Science (M.Ed. LMS) program at St. Theresa International College (TRSU) has established a <strong>comprehensive and well-structured system<\/strong> to monitor student progress, academic performance, and workload at both the course and program levels.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Monitoring Systems and Tools<\/strong><\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Google Classroom<\/strong> is used to manage coursework, monitor student submissions, and provide regular academic feedback.<\/li>\n\n\n\n<li><strong>Academic Monitoring Sheets<\/strong> are maintained by course instructors and advisors to track students\u2019 academic achievements, attendance, participation, and assignment completion.<\/li>\n\n\n\n<li><strong>Thesis Monitoring<\/strong>: Students engaged in thesis work are required to submit progress reports regularly, which are reviewed by advisors and program coordinators.<\/li>\n\n\n\n<li><strong>Student Evaluation Forms<\/strong> are used mid-term and end-of-term to provide feedback and identify areas needing academic or emotional support.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Progress &amp; Workload Recording<\/strong><\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Student Information System (SIS)<\/strong>: Academic records, grades, and progress reports are systematically recorded in the college\u2019s digital system.<\/li>\n\n\n\n<li><strong>Workload Balance<\/strong>: Student schedules and credit loads are designed according to MHESI regulations to prevent overload, ensuring students can manage coursework, research, and personal development activities.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Feedback and Corrective Actions<\/strong><\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Individual Feedback<\/strong>: Timely feedback is provided through Google Classroom, thesis advisory meetings, and consultation sessions.<\/li>\n\n\n\n<li><strong>Academic Advising<\/strong>: Advisors provide tailored guidance for students at risk or underperforming academically. Support may include additional tutorial classes or time management support.<\/li>\n\n\n\n<li><strong>Corrective Measures<\/strong>: When students fall below expected standards, intervention steps such as learning support, resubmission opportunities, and counseling are arranged.<\/li>\n<\/ul>\n\n\n\n<p>This systematic process ensures transparency, fairness, and academic quality across the program. Regular feedback loops and data-driven interventions contribute to higher retention, improved performance, and graduate readiness aligned with program learning outcomes.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Evidence<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>ID_Evidence<\/strong><\/td><td><strong>Name_Evidence<\/strong><\/td><\/tr><tr><td>6.3-1<\/td><td>&nbsp;<a href=\"https:\/\/regist.trsu.ac.th\/eregis\/admin\/adminIndex.php\">Student progress reports from the college&#8217;s <strong>Student Information System (SIS)<\/strong>.<\/a><\/td><\/tr><tr><td>6.3-2<\/td><td>&nbsp;Grade transcripts or sample grade sheets<\/td><\/tr><tr><td>6.3-3<\/td><td>&nbsp;Student <strong>thesis progress tracking forms<\/strong> or advisory meeting records.<\/td><\/tr><tr><td>6.3-4<\/td><td><a href=\"https:\/\/regist.trsu.ac.th\/eregis\/student\/showEvaluation.php\">Feedback Mechanism Documents<\/a><\/td><\/tr><tr><td>6.3-5<\/td><td><strong>Policy Documents \/ Guidelines<\/strong><\/td><\/tr><tr><td>6.3-6<\/td><td>Sample individualized learning plans<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong><strong><strong>6.4 Co-curricular activities, student competitions, and other student support services are shown to be available to enhance the learning experience and improve employability.<\/strong><\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>The Master of Education in Learning Management Science program at STIC actively organizes and supports a range of <strong>co-curricular activities<\/strong>, <strong>student competitions<\/strong>, and <strong>support services<\/strong> aimed at enhancing both academic learning and future employability.<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Co-curricular Activities<\/strong>\n<ul class=\"wp-block-list\">\n<li>Students are encouraged to participate in educational seminars, workshops, teaching simulations, and action research presentations.<\/li>\n\n\n\n<li>Events such as <strong>Education Innovation Day<\/strong>, <strong>research forums<\/strong>, and <strong>microteaching exhibitions<\/strong> are conducted regularly to bridge theory and practice.<\/li>\n\n\n\n<li>Collaboration with international institutions through webinars and joint teaching activities provides global exposure.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Student Competitions<\/strong>\n<ul class=\"wp-block-list\">\n<li>Students are supported in participating in academic competitions, such as <strong>teaching innovation contests<\/strong>, <strong>research paper presentations<\/strong>, and <strong>lesson planning challenges<\/strong> at the institutional and national level.<\/li>\n\n\n\n<li>Awards and certificates are provided to recognize outstanding performance, which enhances students\u2019 CVs and employability.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Support Services for Employability<\/strong>\n<ul class=\"wp-block-list\">\n<li>Career counselling, resume writing workshops, and teacher placement support are integrated into the program.<\/li>\n\n\n\n<li>The <strong>Faculty of Education<\/strong> works closely with partner schools and agencies to provide <strong>internship opportunities<\/strong> and post-graduation placements.<\/li>\n\n\n\n<li>The college also hosts employer networking sessions and invites guest speakers from the Ministry of Education and affiliated schools.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n<p>These initiatives contribute directly to students\u2019 <strong>personal development<\/strong>, <strong>professional readiness<\/strong>, and <strong>employment potential<\/strong> in the education sector.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Evidence<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>ID_Evidence<\/strong><\/td><td><strong>Name_Evidence<\/strong><\/td><\/tr><tr><td>6.4-1<\/td><td><a href=\"https:\/\/drive.google.com\/file\/d\/19RLLd8WDAH-wxTGH7Su-NJOI6QTkFAyU\/view?usp=sharing\">Co-Curricular Activities<\/a><\/td><\/tr><tr><td>6.4-2<\/td><td><a href=\"https:\/\/drive.google.com\/file\/d\/19RLLd8WDAH-wxTGH7Su-NJOI6QTkFAyU\/view?usp=sharing\">Photos, posters, or flyers from seminars, workshops, and educational exhibitions<\/a><\/td><\/tr><tr><td>6.4-3<\/td><td>Certificates were awarded to students who participated<\/td><\/tr><tr><td>6.4-4<\/td><td><a href=\"https:\/\/www.ajssmt.com\/Papers\/667788.pdf\">Published work or conference abstracts<\/a><\/td><\/tr><tr><td>6.4-5<\/td><td><a href=\"https:\/\/facultyofeducation.net\">Activity updates<br>Student support services<br>News about student competitions or co-curricular events<\/a><\/td><\/tr><tr><td>6.4-6<\/td><td><a href=\"https:\/\/regist.trsu.ac.th\/eregis\/student\/showEvaluation.php\">Student <strong>feedback forms<\/strong> or <strong>reflection surveys<\/strong> about the usefulness of co-curricular and support activities.<\/a><\/td><\/tr><tr><td>6.4-7<\/td><td><a href=\"https:\/\/regist.trsu.ac.th\/eregis\/student\/showStudentMB.php?StID=4&amp;GpID=4&amp;MmnID=1001&amp;mm=1\">Post-graduation follow-up survey or employment data<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p style=\"font-size:18px\"><strong><strong>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&#8217; needs. Roles and relationships are shown to be well-defined to ensure the smooth delivery of the services.<\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>At St. Teresa International University (TRSU), the recruitment, deployment, and evaluation of support staff involved in student services for the Master of Education in Learning Management Science (M.Ed. LMS) program are conducted based on clearly defined competencies aligned with the program&#8217;s academic goals and stakeholder needs.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">1. <strong>Identification of Competencies<\/strong><\/h3>\n\n\n\n<p>The Office of Human Resources, in coordination with the Faculty of Education, defines the required competencies for student support staff roles. These include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Academic advising knowledge<\/strong><\/li>\n\n\n\n<li><strong>Interpersonal and communication skills<\/strong><\/li>\n\n\n\n<li><strong>Digital and IT literacy for educational platforms<\/strong><\/li>\n\n\n\n<li><strong>Understanding of higher education policies<\/strong><\/li>\n\n\n\n<li><strong>Language proficiency (especially English and Thai)<\/strong><\/li>\n\n\n\n<li><strong>Cultural sensitivity and student-centric service mindset<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Job descriptions and competency frameworks are published and used during the hiring process to ensure alignment with institutional and program-specific needs.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">2. <strong>Recruitment and Deployment<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Qualified candidates are selected through a structured recruitment process, including resume screening, interviews, and competency-based assessment.<\/li>\n\n\n\n<li>Upon selection, staff are assigned to roles based on their qualifications and relevant experience (e.g., academic support, admissions, career counselling, international student support).<\/li>\n\n\n\n<li>The deployment plan ensures balanced staff-student ratios and effective coverage of academic, career, and personal counselling services.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">3. <strong>Evaluation and Continuous Development<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Staff performance is monitored through <strong>annual appraisals<\/strong>, feedback from students and faculty, and self-evaluation forms.<\/li>\n\n\n\n<li><strong>Student satisfaction surveys<\/strong> help assess the quality of services and the responsiveness of support staff.<\/li>\n\n\n\n<li>Identified gaps or training needs are addressed through <strong>professional development workshops<\/strong>, such as:\n<ul class=\"wp-block-list\">\n<li>Communication skills<\/li>\n\n\n\n<li>LMS and digital tools training<\/li>\n\n\n\n<li>Counseling skills<\/li>\n\n\n\n<li>Educational policy updates<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">4. <strong>Defined Roles and Service Coordination<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Support service roles and responsibilities are <strong>clearly outlined<\/strong> in institutional documents and internal guidelines.<\/li>\n\n\n\n<li><strong>Organizational charts<\/strong> and internal SOPs (Standard Operating Procedures) ensure clarity in roles, accountability, and inter-departmental collaboration.<\/li>\n\n\n\n<li>Coordination meetings are held regularly to discuss service delivery challenges and updates to support mechanisms.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">5. <strong>Stakeholder Alignment<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Feedback from internal stakeholders (faculty and students) and external stakeholders (school partners, graduates, and employers) is collected to assess the relevance of support services.<\/li>\n\n\n\n<li>Adjustments in staff training or deployment are made to ensure that services meet evolving stakeholder expectations, especially regarding employability support and academic advising.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Summary:<\/h3>\n\n\n\n<p>Through systematic recruitment, competency-based deployment, continuous evaluation, and stakeholder-responsive adjustments, TRSU ensures that the student support staff team for the M.Ed., LMS program is competent, effective, and aligned with the program\u2019s academic and professional development goals. This supports not only academic success but also graduate readiness for the education workforce.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Evidence<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>ID_Evidence<\/strong><\/td><td><strong>Name_Evidence<\/strong><\/td><\/tr><tr><td>6.5-1<\/td><td>&nbsp;<a href=\"https:\/\/regist.trsu.ac.th\/eregis\/student\/showEvaluation.php\">Student satisfaction survey reports related to support services<\/a><\/td><\/tr><tr><td>6.5-2<\/td><td>&nbsp;<a href=\"https:\/\/trsu.ac.th\/academics\/faculties\/education\/meet-the-faculty\">Deployment and Assignment Records-Organizational chart showing staff structure in student services<\/a><\/td><\/tr><tr><td>6.5-3<\/td><td>&nbsp;<a href=\"https:\/\/trsu.ac.th\/academics\/academic-services\/plan\">Internal manuals &amp; service process <\/a><\/td><\/tr><tr><td>6.5-4<\/td><td><a href=\"https:\/\/drive.google.com\/drive\/folders\/1P9Jwsy-cSWfvJsC0HNoFgNYyxvrEYAy_?usp=sharing\">External stakeholders<\/a><\/td><\/tr><tr><td>6.5-4<\/td><td>Staff orientation documents outlining responsibilities and interdepartmental coordination<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p style=\"font-size:18px\"><strong><strong><strong><strong>6.6 Student support services are shown to be subject to evaluation, benchmarking, and enhancement.<\/strong><\/strong><\/strong><\/strong><\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Operational Result<\/strong><\/p>\n\n\n\n<p>The student support services in the Master of Education (LMS) program are regularly <strong>evaluated, benchmarked, and enhanced<\/strong> to maintain their relevance, responsiveness, and alignment with students&#8217; academic and personal development needs.<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Evaluation<\/strong>\n<ul class=\"wp-block-list\">\n<li>Student support services\u2014including academic advising, counseling, library services, and ICT facilities\u2014are assessed every semester through <strong>student satisfaction surveys<\/strong> and <strong>internal quality assurance (IQA)<\/strong> processes.<\/li>\n\n\n\n<li>Feedback is collected via <strong>Google Forms<\/strong> and class group channels to identify areas for improvement.<\/li>\n\n\n\n<li>Program committees also conduct periodic <strong>focus group discussions<\/strong> with students to gather qualitative feedback.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Benchmarking<\/strong>\n<ul class=\"wp-block-list\">\n<li>Benchmarking is conducted by comparing TRSU&#8217;s student support services with those of similar programs in Thailand and international standards, with a particular focus on the AUN-QA and the Ministry of Higher Education, Science, Research, and Innovation (MHESI) guidelines.<\/li>\n\n\n\n<li>Data from <strong>benchmark universities<\/strong> is analyzed to identify gaps and best practices.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Enhancement<\/strong>\n<ul class=\"wp-block-list\">\n<li>Based on evaluation and benchmarking, actionable improvements are introduced.<\/li>\n\n\n\n<li>For example, enhancements have been made to the <strong>digital learning platform<\/strong>, student advising structure, and <strong>co-curricular event planning<\/strong>.<\/li>\n\n\n\n<li>Workshops for staff are regularly conducted to improve the quality of student interaction and support mechanisms.<\/li>\n\n\n\n<li>Results of these evaluations are discussed in <strong>Faculty Board Meetings<\/strong> and documented in <strong>annual QA reports<\/strong> for continual quality development.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n<p>The TRSU M.Ed. (LMS) the program shows a commitment to continuous improvement by ensuring its student support services are <strong>systematically evaluated, benchmarked with peers, and enhanced<\/strong> based on concrete evidence and stakeholder feedback, thereby contributing to overall student satisfaction and academic success.<\/p>\n\n\n\n<p style=\"font-size:18px\"><strong>Evidence<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>ID_Evidence<\/strong><\/td><td><strong>Name_Evidence<\/strong><\/td><\/tr><tr><td>6.6-1<\/td><td>&nbsp;Semester-base<a href=\"https:\/\/drive.google.com\/file\/d\/1rLrWeZvkN5GPerXiymsHbdx-C9SlCIvc\/view?usp=sharing\">d student satisfaction surveys<\/a><\/td><\/tr><tr><td>6.6-2<\/td><td>&nbsp;<a href=\"https:\/\/docs.google.com\/document\/d\/12OAixrEm1Ke5w5CNpZkixYMDoAJ_lQ1r2epzRhB10bA\/edit?usp=sharing\">Feedback forms or Google Form screenshots<\/a><\/td><\/tr><tr><td>6.6-3<\/td><td>&nbsp;Reports of system upgrades <br>(e.g.,<br> <a href=\"https:\/\/regist.trsu.ac.th\/eregis\/student\/showResStudy.php\">LMS improvements<\/a>, <br><a href=\"http:\/\/library.stic.ac.th\/ulib6\/\">library systems<\/a>)<\/td><\/tr><tr><td>6.6-4<\/td><td><a href=\"https:\/\/facultyofeducation.net\/\">Institutional Policies and Guidelines<\/a><\/td><\/tr><tr><td>6.6-5<\/td><td><a href=\"https:\/\/drive.google.com\/file\/d\/1zec1axEa7STtbHJuOu3G8U6ri9iqXIDc\/view?usp=sharing\">Students&#8217; Satisfaction Survey Learning Support <\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"has-blush-light-purple-gradient-background has-background\" style=\"font-size:20px\"><strong>Self-Assessment<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Requirements<\/strong><strong><\/strong><\/td><td><strong>Result<\/strong><strong><\/strong><\/td><td><strong>Score<\/strong><strong><\/strong><\/td><\/tr><tr><td>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>\/<\/td><td>1<\/td><\/tr><tr><td>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>\/<\/td><td rowspan=\"2\">1<\/td><\/tr><tr><td>6.3 An adequate system is demonstrated to exist for monitoring student progress, academic performance, and workload. 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>\/<\/td><\/tr><tr><td>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&#8217; needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.<\/td><td>\/<\/td><td>1<\/td><\/tr><tr><td>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&#8217; needs. Roles and relationships are shown to be well-defined to ensure the smooth delivery of the services.<\/td><td>\/<\/td><td>1<\/td><\/tr><tr><td>6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.<\/td><td>\/<\/td><td>1<\/td><\/tr><tr><td colspan=\"2\"><strong>Overall<\/strong><strong><\/strong><\/td><td><strong>5<\/strong><strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":9,"comment_status":"open","ping_status":"closed","template":"","class_list":["post-17719","meds_report","type-meds_report","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/meds_report\/17719","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/meds_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/types\/meds_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/comments?post=17719"}],"version-history":[{"count":9,"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/meds_report\/17719\/revisions"}],"predecessor-version":[{"id":19813,"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/meds_report\/17719\/revisions\/19813"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2425\/education\/wp-json\/wp\/v2\/media?parent=17719"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}