SELF ASSESSMENT REPORT (SAR) Program Levelweb52.phuket.psu.ac.th/qa/pqa2558/FIS2.pdf · knowledge...

SELF ASSESSMENT REPORT (SAR) Program Level

Bachelor of Arts in International Business: China (International Program ) Faculty of International Studies

Prince of Songkla University

Academic Year 2015 ( 1 August 2015 to 31 July 2016)

10 October 2016

Self-Assessment Report at Programme Level Prince of Songkla University

Academic Year 2015

Programme Code 25410101100399 Programme Name (Thai)

หลักสูตรศิลปศาสตรบัณฑิต สาขาวิชาวิเทศธุรกิจ: จีน (หลักสูตรนานาชาติ)

Programme Name (English)

Bachelor of Arts in International Business: China (International Program)

Faculty International Studies Date of Report 10 October 2016

Coordinators Name Maroot Reangvaranont Position Lecturer Tel. 081-5612883 email [email protected] Name Rattiyaphon Tongyon Position Lecturer Tel. 086-3588358 email [email protected]

( Mr.Maroot Reangvaranont ) Curriculum President

Preface

The AUN-QA Self-Assessment Report of the International Business: China Program offering at the Faculty of International Studies, Prince of Songkla University, Phuket Campus, is written to report its performance during the academic year 2015 to the University, related organizations, and general public, as well as the Internal Quality Assurance Committee. This report is consisted of the programme’s administration, self-assessment outcomes and recommended improvement methods. These are entirely to assure that the program will be run smoothly and continuously developed to meet the Faculty’s vision and missions.

Faculty of International Studies has its high hopes that this AUN-QA Self-Assessment Report is able to precisely demonstrate the effectiveness of the curriculum administration during 2015. The Faculty’s QA, most essentially, will stimulate progress which will steer the Faculty as a whole to its finest through all the suggestions received.

(Assistant Prof. Sontaya Anakasiri, Ph.D.) Dean

Summary

As one of the major destinations of Chinese immigrations, the major component of the local culture of Phuket has been Chinese. Nowadays, Phuket welcomes more than millions of Chinese tourists annually. Along with Phang-nga, Krabi, Trang, and Ranong on the Andaman Coast, the province itself has evolved cross-cultural marriage between Thais and foreign-born population. International retirement migration, labor and schools have been witnessed. These have rapidly and constantly developed the certain area to a multilingual and multicultural society.

With the waves of migration, flows of tourists, and government’s development plans, Phuket demands not only locals but a large number of employees to steer the province through its demographic and economic changes.

To achieve better management and shape the province at its best, the Phuket citizens inevitably need an education that meets the needs of a better understanding of cultural diversity and variations in mindset. Above all, competence in foreign languages is a key of a multilingual society.

Using various languages to communicate on a daily basis undoubtedly makes Phuket the one place that provides environments that foster a culture and language learning process. The International Business: China curriculum targets the development of human resources with the ability to use Chinese and English at a high level, a better understanding of the history, politics, economic and social development of China as a whole.

The summary of this Self Assessment Report are as follows:

Criterion 1 Expected Learning Outcomes aligns with FIS mission and vision and the ELOs are explicitly communicated.

Criterion 2 Information on programme specification and course specification is up-to-date and communicated to stakeholder on FIS’s website, and also in the meetings with different stakeholders.

Criterion 3 The IBC curriculum is designed well. All courses are arranged logically which can help students develop their knowledge and skills from one step to another. Both generic courses and specific courses align to ELOs and help students to achieve ELOs.

Criterion 4 The IBC curriculum identifies itself as an interdisciplinary study and it aspires to cultivate learners of having language proficiency as well as having ability to integrate knowledge in business, economics, politics, and cultures. Teaching and learning activities in IBC are various and effective. They align with the achievement of ELOs and promote life-long learning.

Criterion 5 Students assessments are constructive. IBC employs different methods to assess students. Test papers are valid and reliable and ensured by peer review. Students received feedback after assessment for further improvement and plan. Students know that they have right to appeal on test result.

Criterion 6 Human resource recruitment and development are managed according to the university regulation and the faculty policy. IBC is responsible for assigning course lecturers. Workload and staff-to-student ratio is not high. Lecturers from CNS and Confucius Institute are helping for the Chinese language courses. International Conference was organized by the Department. Lecturers helped to organize and present in the conference.

Criterion 7 Administration system in Phuket campus is centralized, so FIS has only small number of staff who coordinate with the campus’s administration. All FIS staff work under the university’s regulation namely recruitment, evaluation, promotion, and human development.

Criterion 8 Student admissions are performed according to the university and Phuket campus policies. IBC has modified the admission qualification according to the real situation. Advisory system, co-curricular courses are set for monitoring students. Students are involved in different activities, competition and also CCTV programme. PE lessons and language clinic are available for students.

Criterion 9 There are sufficient facilities in PSU Phuket Campus. Students in the IBC programme can use campus facilities which are up-to-date and well maintained by the campus. Facilities in co-operative Chinese universities are also available for students.

Criterion 10 Stakeholders’ needs and feedback are collected in order to modify the curriculum.

Criterion 11 IBC uses data from registration office’s data for monitoring students. The data from the university of the alumni is also been used by the curriculum.

Criterion Point 1 2 3 4 5 6 7

1.1 The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university [1,2]

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes [3]

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders [4]

Overall opinion 2.1 The information in the programme specification is comprehensive and up-to-date [1,2]

2.2 The information in the course specification is comprehensive and up-to-date [1,2]

2.3 The programme and course specifications are communicated and made available to the stakeholders [1,2]

Overall opinion 3.1 The curriculum is designed based on constructive alignment with the expected learning outcomes [1]

3.2 The contribution made by each course to achieve the expected learning outcomes is clear [2]

3.3 The curriculum is logically structured, sequenced, integrated and up-to-date [3,4,5,6]

Overall opinion


4.1 The educational philosophy is well articulated and communicated to all stakeholders [1]

4.2 Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes [2,3,4,5]

4.3 Teaching and learning activities enhance life-long learning [6]

Overall opinion 5.1 The student assessment is constructively aligned to the achievement of the expected learning outcomes [1,2]

5.2 The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students [4,5]

5.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment [6,7]

5.4 Feedback of student assessment is timely and helps to improve learning [3]

5.5 Students have ready access to appeal procedure [8]

Overall opinion 6.1 Academic staff planning (considering succession, promotion, re-deployment, termination, and retirement) is carried out to fulfil the needs for education, research and service [1]

6.2 Staff-to-student ratio and workload are


measured and monitored to improve the quality of education, research and service [2] 6.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated [4,5,6,7]

6.4 Competences of academic staff are identified and evaluated [3]

6.5 Training and developmental needs of academic staff are identified and activities are implemented to fulfil them [8]

6.6 Performance management including rewards and recognition is implemented to motivate and support education, research and service [9]

6.7 The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement [10]

Overall opinion 7.1 Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil the needs for education, research and service [1]

7.2 Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated [2]

7.3 Competences of support staff are identified and evaluated [3]

7.4 Training and developmental needs of


support staff are identified and activities are implemented to fulfil them [4] 7.5 Performance management including rewards and recognition is implemented to motivate and support education, research and service [5]

Overall opinion 8.1 The student intake policy and admission criteria are defined, communicated, published, and up-to-date [1]

8.2 The methods and criteria for the selection of students are determined and evaluated [2]

8.3 There is an adequate monitoring system for student progress, academic performance, and workload [3]

8.4 Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability [4]

8.5 The physical, social and psychological environment is conducive for education and research as well as personal well-being [5]

Overall opinion 9.1 The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research [1]

9.2 The library and its resources are


adequate and updated to support education and research [3,4] 9.3 The laboratories and equipment are adequate and updated to support education and research [1,2]

9.4 The IT facilities including e-learning infrastructure are adequate and updated to support education and research [1,5,6]

9.5 The standards for environment, health and safety; and access for people with special needs are defined and implemented [7]

Overall opinion 10.1Stakeholders’needs and feedback serve as input to curriculum design and development [1]

10.2 The curriculum design and development process is established and subjected to evaluation and enhancement [2]

10.3 The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment [3]

10.4 Research output is used to enhance teaching and learning [4]

10.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement [5]


10.6 The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement [6]

Overall opinion 11.1 The pass rates and dropout rates are established, monitored and benchmarked for improvement [1]

11.2 The average time to graduate is established, monitored and benchmarked for improvement [1]

11.3 Employability of graduates is established, monitored and benchmarked for improvement [1]

11.4 The types and quantity of research activities by students are established, monitored and benchmarked for improvement [2]

11.5 The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement [3]

Overall opinion

LIST OF ABBREVIATIONS

AUN ASEAN University Network

ELOs Expected Learning Outcomes

FIS Faculty of International Studies

IBC International Business: China

LMS Learning Management System

PSU Prince of Songkla University

SIS Students Information System

TQF Thai Qualifications Framework for Higher Education

Table of Contents

Page

Preface

Summary Report

List of Abbreviations

Chapter I: INTRODUCTION 1 Chapter II: Working Performance Report 8 Chapter III: AUN-QA CRITERIA AT PROGRAMME LEVEL 13

1. Expected Learning Outcomes 15 2. Programme Specification 23 3. Programme Structure and Content 27 4. Teaching and Learning Approach 30 5. Student Assessment 33 6. Academic Staff Quality 39 7. Support Staff Quality 51 8. Student Quality and Support 56 9. Facilities and Infrastructure 70 10. Quality Enhancement 74 11. Output 79

Chapter IV: STRENGTHS AND WEAKNESS ANALYSIS 82 Chapter V: COMMON DATA SET 83

List of Tables

Table 1.1: Curriculum Structure (58) 3



Table 1.4: IBC budget 7

Table 2.1: Summary of Working Performance for Criterion 1 8

Table 2.2: Programme Lecturers and Qualification 9

Table 2.3: Lecturers and Degrees 10

Table 3.1: 7-Point Rating Scale 13

Table 3.2: Structure of the curriculum 20

Table 3.3: Curriculum Distribution 21

Table 3.4: Examination Regulations 37

Table 3.5: Research Activities 44

Table 3.6: Full-Time Equivalent (FTE) in the IBC 44

Table 3.7: List of IBC staff who attended outside seminar/conference 45

Table 3.8: No. of student Registration by Subjects 47

Table 3.9: Intake of First-Year Students 59

Table 3.10: Grade Distributions 60

Table 3.11: Pass and Dropout Rates 81

List of Figures

Figure 1: FIS Organization 2 Figure 2: Program committee structure 6

1

CHAPTER 1

INTRODUCTION 1. Background

Faculty of International Studies (FIS) was established on 27 October 2007 at Prince of Songkla University, Phuket Campus, to be responsible for teaching – learning of international affairs and their relations. Up to the year 2008, the faculty offers four program namely: International Business China, Chinese Studies, International Studies: Korea, and Thai Studies. To meet the demands on western culture communication in the Andaman area, the faculty offers the European Studies: English-French with first admission in 2008.

Vision Faculty of International Studies is a learning institute of international affairs

phenomena at the regional and international levels, producing recognized graduates, providing academic services, and preserving arts and culture, based on research.

Missions

1. To produce graduates with international studies competencies based on a multi-cultural background and applicable to global performance.

2. To develop research works to create knowledge in the discipline. 3. To promote, preserve, and enhance Thai arts and cultures, and network them

globally. 4. To provide academic services in the discipline of international studies to the general

public and local people.

2. International Business: China (Objective of the curriculum) Objectives:

1. To produce efficient graduates equipped with skills and knowledge in the field of International business, concentrated in China. Graduates will be able to conduct business, by using their communicative skills as well as appreciation of Chinese culture, Chinese economic, and Chinese politics, with Chinese speaking people, regardless of them living in the People’s Republic of China or any other country.

2

2. To produce graduates with morals and ethics regularly performed in their way of living, as well as during their job performance. Graduates will be able to use their knowledge as a tool to strengthen the good relationships in both individual and national level.

3. To be able to use the knowledge and skills in Chinese and English language as a mean in self-development process, in the aspect of creating good relationships with the Chinese and English speaking people, for the benefits in the aspect of social and business.

4. To strengthen the positive attitude towards the life-long learning, as well as the development of capability to create new knowledge using the method of independent study, which is based on the fundamental knowledge in research methodology. 3. Organization of F.I.S.

Figure 1: FIS Organization

3

4. Quality Assurance of IBC In academic year 2015, the IBC is having Quality Assurance. It aims to follows

quality assurance policy based on AUN-QA on 11 aspects which are: 1. Expected Learning Outcomes 2. Program Specification 3. Program Structure and Content 4. Teaching and Learning Approach 5. Student Assessment 6. Academic Staff Quality 7. Support Staff Quality 8. Student Quality and Support 9. Facilities and Infrastructure 10.Quality Enhancement 11.Output

5. Programme Information

● Structure In academic year 2015, IBC students are completing 3 different study plans which are as follows: Students in year 58: Curriculum 58 requires students to complete a minimum requirement of 131 credits to graduate. The curriculum is divided into General Education courses (32 credits), Specific Courses (90 credits), free elective courses (6 credits) and internship (3 credits) . Table 1.1: Curriculum Structure (58)

Category Credits

General Education Courses

Social Science and Humanity (11)

Science and Mathematics (9)

English Language (12)

32

Major Courses 90

4

Category Credits

Professional Foundation (21)

Professional (69) Compulsory (57) Elective (12)

Free Elective Courses 6

Internship 3

TOTAL 131

Students in year 57: Curriculum 54, with minor changes about the general education courses; it requires students to complete a minimum requirement of 128- 131 credits to graduate. The curriculum is divided into General Education courses (32-35 credits), Specific Courses (87 credits), and free elective courses (6 credits). Table1.2: Curriculum Structure (57)

Category Credits


Social Science and Humanity (11)

Science and Mathematics (9)


32-35

Major Courses


Professional (69) Compulsory (60) Elective (9)

87


5

Category Credits

TOTAL 128-131

Students in year 56 and up: Curriculum 54, which requires students to complete a minimum requirement of 143 credits to graduate. The curriculum is divided into General Education courses (38 credits), Specific Courses (99 credits), and free elective courses (6 credits). Table 1.3: Curriculum Structure (54)

Category Credits


Interdisciplinary (9)

Thai Language (3)


Sports (1)

Co-curricular (1)

Music and arts (3)

38

Major Courses


Professional (69) Compulsory 60) Elective (9)

99


TOTAL 143

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● Academic Staff There are five academic staff in the program as below.

Figure 2: Program committee structure

Supporting Staff Supporting staff are shared with the faculty based on centralization of administration.

F.I.S Supporting Staff Name Position

1. Miss Prapasara Kitpaiboonthawee Administrative Officer 2. Miss Nareerat Chandang Academic Officer 3. Miss Namfon Engchuan Academic Officer 4. Miss Wathinee Rodsakul Financial Officer 5. Miss Amika Pojsompong Financial Officer 6. Miss Ratana Maimahad Academic Service Officer 7. Mr.Wisansaya Muenta Supply Officer 8. Mr.Ittipon Tipsuwan Information Technology Officer 9. MrSorlae Taleh Information Technology Officer 10. Mr.Paizoolbasree Binhayeearwae Language Laboratory Technician 11. Mr.Pichai Charoenool Public Relations Officer 12. Mrs.Varaporn Toyardmak General Service Officer

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● Students Students in academic year 2015 are as followed: Plan Actual Number of Students Admission year 2015 120 203

● Graduates 63 ● Alumn (academic year 2014) 97 ● Budget

Table 1.4: IBC budget

Incomes Year

2558 2559 2560 2561 2562

Academic Fees - - - - -

Registration Fees 14,760,000 29,520,000 47,970,000 56,580,000 63,960,000

Government Budget - - - - -

Total 14,760,000 29,520,000 47,970,000 56,580,000 63,960,000

● Learning Facilities

Students in the IBC programme can access several facilities provided by the Faculty of International Studies including: computer laboratory, foreign language and cultural rooms, Thai classical dancing and music center, studio, arts room, WIFI, and technological infrastructure in education. All students also receive one tablet computer for learning equipment.

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CHAPTER 2

Working Performance Report

Table 2.1: Summary of Working Performance for Criterion 1

Criteria

Results

- Pass (✓)

- Not Pass (✗)

1.No. of Program Lecturers 2.Qualification of ProgramLecturers 3.Qualification of Program Coordinators 4.Qualification of Lecturers 5.Qualification of Thesis Advisors and Independent Study Advisors

-

6.Qualification of Thesis Co-Advisors (if any) - 7.Qualification of Thesis Committee - 8.Publication of Graduates - 9.Work Loads of Thesis Advisors and Independent Study Advisors on Graduate Level

-

10.Thesis and Independent Advisors on Graduate Level continually conduct research.

-

11.Curriculum Development within Time Frame

Summary of Working Performance in Criteria 1 : Pass

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Table 2.2: Programme Lecturers and Qualification

Academic Titles, Names as appeared in TQF2, I.D.

Academic Titles, Names, I.D.

Degrees, Fields, Years of Graduation

Academic Backgrounds

Remarks

Direct to the Programme

Relevant to the

Programme

1. Mr. Maroot : 3809700176417*a 1. Mr. Maroot : 3809700176417 Master’s: International Business (2012)

2 Ms. Rattiyapon: 1101700004309 2 Ms. Rattiyapon: 1101700004309 Master’s: Finance (2013)

3 Ms. Wang Yi: G20101877 3 Ms. Wang Yi: G20101877 Master’s: Global Logistics Management (2013)

4 Mr. Phuchapong: 3800100366063 4 Mr. Phuchapong: 3800100366063 Master’s: Computing (2004)

5 Dr. Chaiyapon: 1-8699-00009-22-4 5 Dr. Chaiyapon: 1-8699-00009-22-4 PhD: Management (2008)

Remarks: * Curriculum presiden

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Results

Criteria 1: No. of Programme Lecturers Pass

Criteria 2: Qualification of Programme Lecturers Pass Descriptions: Program Lecturers are: 1) full time lecturers with Ph.D or equivalent or holding Associate Professor position in the

field of study or other relevant fields, 2) full time lecturers with M.S. or equivalent or holding Assistant Professor position in the

field of study or other relevant fields, have teaching experience and research experience which is not a part of his/her own degree,

3) full time lecturers with Ph.D. or holding Associate Professor position in the field of study or other relevant fields and have research experience which is not a part of his/her own degree

Criteria 3: Qualification of Program Coordinators Pass

Table 2.3: Lecturers and Degrees

Academic Title and Names Degrees, Fields, Years of

Graduation

Status

Full-Time

Guest

1 Dr. Supachai Jeanjai Ph.D. Applied Linguistics Shanghai International Studies University, P.R. China (2009)

2 Dr. Yupin Karanyadech Ph.D, Linguistics and Applied Linguistics Beijing Language and Culture University, P.R. China (2012)

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Academic Title and Names Degrees, Fields, Years of

Graduation

Status

Full-Time

Guest

3. Aj. Toranit Lilasetthakul M.A. Communication Studies South China University of Technology, P.R. China (2010)

4. Aj. Pramesini M.A. Communication Studies South China University of Technology, P.R. China (2010)

5. Aj. Pittaya Limbut M.A. Teaching Chinese to Speakers of other languages Xiamen University,China (2013)

6. Aj Pongnara Chuaychai M.A. Master of Laws (2012

7. Aj. Chris Anthony David B.A. Philosophy (2006)

8. Aj. Douglas Philip Marsh B.A. Liberal Arts (2006)

9. Dr.Saranya Pathanasin Ph.D. English as an International Language(2013)

10. Aj.Sudarat Srirak M.A. Applied Linguistics (2008)

11. Aj.Wathanan Srinin M.A. Social Development (2002)

12. Dr.Adul Kamlaithong Ph.D of Political Sciences (2014)

13. Aj. Ma Lijuan International Chinese Language Education

14. Aj. Yu Jie International Chinese Language Education

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Criteria 4: Lecturers Qualification Pass Description: M.S. or equivalent or holding Assistant Professor position in the field of study or other relevant fields, have teaching experience and research experience which is not a part of his/her own degree, Summary of the Evaluation of 11 criteria: Pass

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Chapter 3 AUN QA Requirements

The 7-point scale is used to rate the IBC’s working performance according to AUN-QA requirement. It provides information of self-assessment on program level. The 7-point rating scale is described below. Table 3.1: 7-Point Rating Scale

7-POINT RATING SCALE Rating Meanings Description

1 Absolutely Inadequate The QA practice to fulfil the criterion is not implemented. There are no plans, documents, evidences or results available. Immediate implement must be made.

2 Inadequate and Improvement is Necessary

The QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary. There is little document or evidence available. Performance of the QA practice shows little or poor results.

3 Inadequate but Minor Improvement Will Make It Adequate

The QA practice to fulfil the criterion is defined and implemented but improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.

4 Adequate as Expected The QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.

5 Better Than Adequate The QA practice to fulfil the criterion is better than adequate. Evidences support

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7-POINT RATING SCALE Rating Meanings Description

that it has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.

6 Example of Best Practices The QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented. Performance of QA practice shows very good results and positive improvement trend.

7 Excellent (Example of World-class or Leading Practices)

The QA practice to fulfil the criterion is considered to be excellent or 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.

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AUN 1 Programme Specification

Criterion 1

1. The formulation of the expected learning outcomes takes into account and reflects the vision and mission of the institution. The vision and mission are explicit and known to staff and students.

2. The programme shows the expected learning outcomes of the graduate. Each course and lesson should clearly be designed to achieve its expected learning outcomes which should be aligned to the programme expected learning outcomes.

3. The programme is designed to cover both subject specific outcomes that relate to the knowledge and skills of the subject discipline; and generic (sometimes called transferable skills) outcomes that relate to any and all disciplines e.g. written and oral communication, problem-solving, information technology, team building skills, etc.

4. The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and needs of the stakeholders.

Self-Assessment Result

AUN-QA Criterion 1-Checklist 1. Expected Learning Outcomes

Point 1 2 3 4 5 6 7

1.1 The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university [1,2]

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes [3]

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders [4]

Overall opinion

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Working Performance according to AUN 1

Successful graduates of the course reflect the quality of the course. Curriculum development should secure the success of the students in mind. The prescribed learning outcomes expected of students in the courses they need. Stakeholders are included the determining the expected learning outcomes of the course at the Graduate School of the desirable features.

University considered to meet the expectations of the course. Considering the stimulation encourages the students to learn how to learn. And can make their own learning throughout life. As well as skills development their whole information process Practical training and catch up on the latest techniques of learning. These expectations should be assigned to the courses. Course subjects range from basic to a specialist or creating specific skills and subjects linked to learning continues throughout life.

Working Performance Sources of Evidence

1.1 The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university

To develop the human resources to keep pace with the changing circumstances of the world today, and maximize the potential of the Faculty, as well as to produce graduates with knowledge of Chinese Studies. Faculty of International Studies improves the Bachelor of Arts curriculum in international business: China to be more appropriate: 1. To produce efficient graduates equipped with skills and knowledge in the field of International business, concentrated in China. Graduates will be able to conduct business, by using their communicative skills as well as appreciation of Chinese culture, Chinese economic, and Chinese politics, with Chinese speaking people, regardless of them living in the People’s Republic of China or any other country.

1.1-01 P.S.U. website: www.psu.ac.th 1.1-02 TQF 2 section 2 1.1-03 FIS website: www.fis.phuket.psu.ac.th 1.1-04 http://www.en.psu.ac.th/about-psu/introduction.html 1.1-05 http://www.fis.psu.ac.th/en/index.php/course/ba/international-business-china/

http://www.psu.ac.th/

http://www.psu.ac.th/

http://www.fis.phuket.psu.ac.th/

http://www.en.psu.ac.th/about-psu/introduction.html


http://www.fis.psu.ac.th/en/index.php/course/ba/international-business-china/



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Working Performance Sources of Evidence 2. To produce graduates with morals and ethics

regularly performed in their way of living, as well as during their job performance. Graduates will be able to use their knowledge as a tool to strengthen the good relationships in both individual and national level.

3. To be able to use the knowledge and skills in Chinese and English language as a mean in self-development process, in the aspect of creating good relationships with the Chinese and English speaking people, for the benefits in the aspect of social and business.

4. To strengthen the positive attitude towards the life-long learning, as well as the development of capability to create new knowledge using the method of independent study, which is based on the fundamental knowledge in research methodology.

The courses prescribed create learning outcomes clearly the purpose of the programme which is consistent with the philosophy, vision and mission of the university ‘To produce graduates who are able to integrate knowledge and skills in Chinese language and culture with knowledge and skills in international business and interested in pursuing knowledge and learning throughout life. And a moral lifestyle and profession’. PSU Vision & Mission Statement Prince of Songkla University is a leading research university in Asia, fulfilling its inspiration of producing internationally recognized graduates, actively engaging in providing services to community, taking a leading role in the preservation and enhancement of national heritage in arts and culture .

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- To develop the university into a society of learning based on a multi-cultural background and sufficiency economy principles, and allow the general public easy and convenient access to learning and gain from whatever forms and sources of knowledge are available at the university.

- To build up expertise and take a leading role in areas of study consistent with the inherent potential of our locality and create a linkage to the global network.

- To integrate and apply knowledge based on practical experiences to teaching in order to instill intellectual wisdom, virtue, competency and international world-view vision in our graduates.

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes The ELOs is designed to cover both subject specific and generic learning outcomes i.e. English and Chinese languages skills, communication ability, technological skills, intercultural awareness. The ELOs are formulated in teaching and learning methodology and academic activities of both generic subjects and specific subjects. The generic subjects provide theoretical knowledge in social sciences whereas specific subjects provide knowledge in cultures and societies which students can apply in their future careers and social lives. In order to produce graduates to have ELOs, learning outcomes are measured by several assessment methods and students’ performance. The learning outcomes are achievable for students as the learning outcomes of each course are set appropriately considering student’s levels and

1.1-02 TQF 2 section 4

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Working Performance Sources of Evidence content of the course. In addition, students are expected to achieve the outcomes at both individual and social levels. In terms of individual, learners are expected to have language skills, self-study skill, research skill, technological skill, problem-solving skill, and systematic thinking skill which are applicable to their future professions. In terms of society, graduates are expected to be able to apply knowledge to develop good relation with people from different cultures for improvement and development of society. The learning outcomes are also translated into concrete requirements in term of language proficiency requirements for both English and Chinese. The learning outcomes are also translated into professional training programme which students are expected to apply knowledge and skill in working in international standard organizations.

In TQF 2 Criteria 3 the courses of 131 credits covering general education and specialized courses, as shows in table 3.2 and 3.3

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders

China plays an important role on the world stage. Under conditions of increasing competition in a multicultural society, such circumstances are a direct impact on developing countries like Thailand, so there is a tremendous need for personnel with a better understanding of the Chinese language, Chinese economy and patterns of business. It is important to increase the competitiveness of the country internationally. The curriculum is expected to reflect the requirement

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Working Performance Sources of Evidence of the stakeholders:

1. Students are expected to integrate knowledge from multiple disciplines for international business.

2. Students have interpersonal skills.

3. Students have the responsibility to use languages and technology appropriately.

4. Students have the skills to use the learning outcomes expected to cater to knowledge and capabilities in the field of business as well.

Table 3.2: Structure of the curriculum

Knowledge Block Credit Percentage I. General Education 32 credits 24.42 1) Languages 12 credits 2) Humanity and Social Science 11 credits 3) Sciences and Mathematic 9 credits II. Specific Courses 90 credits 68.70 1) Professional Courses 21 credits 2) Professional Skills 69 credits 2.1 Compulsory 57 credits 2.2 Elective 12 credits III. Free Elective 6 credits 4.58 IV. Internship 3 credits 2.29

Total 131 100

21

Table 3.3: Curriculum Distribution FRESHMEN

Semester 1: 17 credits (14-4-33) Semester 2: 17 credits 21(x-y-z) Course code

Courses Credit Course code

Courses Credit

805-13x Physical Education 1(0-2-1) 805-162 Social Psychology 3(3-0-6) 805-141 Co-Curricular Activities 1(0-0-3) 805-172 English for International

Programme II 3(3-0-6)

805-161 Southeast Asian Civilization

3(3-0-6) 805-183 Statistics and Optimization, Introduction to

3(3-0-6)

805-171 English for International Programme I

3(3-0-6) 806-111 International Business, Introduction to

3(3-0-6)

805-181 Mathematics in Daily Life 3(3-0-6) 806-122 Chinese II 3(2-2-5) 805-182 Computer: The Internet

and Society 3(3-0-6) 806-123 Eastern Civilization 3(3-0-6)

806-121 Chinese I 3(2-2-5) 806-14x Elective 3(x-y-z) Summer semester: 6 credit (x-y-z) 806-124 Chinese Reading 3(2-2-5) xxx-xxx Free Elective 3(x-y-z) 805-271 English for Academic

Purposes 3(3-0-6)

805-272 English for Effective Communication

3(3-0-6)

SOPHOMORE Semester 1: 18 credits (16-4-34) Semester 2: 18 credits (16-4-34)

805-263 Intercultural Communication

3(3-0-6) 805-272 English for Effective Communication

3(3-0-6)

805-271 English for Academic Purposes

3(3-0-6) 806-213 Business Finance 3(3-0-6)

806-211 Marketing Management 3(3-0-6) 806-223 Chinese IV 3(2-2-5) 806-212 Principles of Economic 3(3-0-6) 806-224 Business Chinese

Conversation II 3(2-2-5)

22

SOPHOMORE Semester 1: 18 credits (16-4-34) Semester 2: 18 credits (16-4-34)

806-221 Chinese III 3(2-2-5) 806-231 Human Resource Management

3(3-0-6)

806-222 Business Chinese Conversation I

3(2-2-5) 806-232 Integrated Marketing Communications

3(3-0-6)

Summer semester: 6 credit (x-y-z) 806-233 Business Chinese Culture 3(3-0-6) 806-24x Elective 3(x-y-z)

JUNIOR Semester 1: 18 credits (x-y-z) Semester 2: 15 credits (x-y-z)

806-311 Business Strategic Management

3(3-0-6) 806-313 Research Methodology, Introduction to

3(3-0-6)

806-312 Project Management 3(3-0-6) 806-322 Chinese VI 3(2-2-5) 806-321 Chinese V 3(2-2-5) 806-323 Business Chinese Writing I 3(2-2-5) 806-331 International Trade Law 3(3-0-6) 806-333 Supply Chain

Management 3(3-0-6)

806-332 Thai-Chinese Relations 3(3-0-6) xxx-xxx Free Elective 3(x-y-z) 806-34x Elective 3(x-y-z) Summer semester: 6 credit (x-y-z) 806-324 Business Chinese Writing

II 3(2-2-5)

806-34x Elective 3(x-y-z) SENIOR

Semester 1: 6 credits (x-y-z) 806-431 Seminar in International

Business 3(1-4-4)

806-451 Internship 3(300 ชั่วโมง) Total: 131 credits

23

Criterion 2 1. The Institution is recommended to publish and communicate the programme and

course specifications for each programme it offers, and give detailed information about the programme to help stakeholders make an informed choice about the programme.

2. Programme specification including course specifications describes the expected learning outcomes in terms of knowledge, skills and attitudes. They help students to understand the teaching and learning methods that enable the outcome to be achieved; the assessment methods that enable achievement to be demonstrated; and the relationship of the programme and its study elements.

Self Assessment Result

Criterion score 1 2 3 4 5 6 7

2.1 The information in the programme specification is comprehensive and up-to-date [1,2]

2.2 The information in the course specification is comprehensive and up-to-date [1,2]

2.3 The programme and course specifications are communicated and made available to the stakeholders [1,2]

Overall opinion

AUN 2 Programme Specification

24


Description The requirements of course, need to demonstrate the learning outcomes that are

expected to gain from the course in higher education. Consisting of knowledge and understanding when students graduate. Core skills such as communication, using information technology, and learning to

learn. Intellectual skills such as critical thinking skills. Understanding the processes. Specialized skills such as managing skills, analytical skills, Chinese language. The course will define the teaching process to achieve the learning outcomes.

The method of evaluation. Shows clearly fruition. And communicate effectively to all relevant parties have been informed.


2.1 The information in the programme specification is comprehensive and up-to-date Thailand and China have jointly developed a social and cultural cooperation at the official level. In particular, Chinese as a foreign language is considered important by the Ministry of Education of Thailand to include courses ranging from those in basic education to higher education. In this regard, the two countries collaborate to develop understanding of societies and cultures as follows.

1. Framework of Cooperation between China’s National Office for Teaching Chinese as a Foreign Language (HANBAN) and the Ministry of Education of the Kingdom of Thailand on Cooperation in Chinese Language Teaching which was signed on 11 January 2549. 2. Agreement on Mutual Recognition of Academic Degrees in Higher Education between the Ministry of Education of the Kingdom of Thailand and the Ministry of Education of the People’s Republic of China. The agreement on the recognition of university degrees higher of the two countries which was signed on 28 May 2550

1.1-03 F.I.S website: www.fis.phuket.psu.ac.th 2.1-01 Student Manual http://clpd.psu.ac.th/edubachelor/ebook/2558/2558_edu_pkt/index.html#1 1.1-04 http://www.en.psu.ac.th/about-psu/introduction .html 1.1-05 http://www.fis.psu.ac.th/en/index.php/course/ba/international-business-china/



http://clpd.psu.ac.th/edubachelor/ebook/2558/2558_edu_pkt/index.html#1




25

Working Performance Sources of Evidence 3. Agreement on Educational Cooperation between the Ministry of Education of the People’s Republic of China and the Ministry of Education of the Kingdom of Thailand which was signed on 24 June 2552. 4. At least 12 of the universities signed a tripartite agreement with HANBAN and one of China's universities to establish a Confucius Institute in the universities of Thailand. The main mission is to promote the teaching of Chinese language and culture. Prince of Songkla University (PSU) is the only university in the world HANBAN approved and supported the establishment of two Confucius Institutes in two campuses in Hatyai and Phuket. And both of these have expanded the scope of services, educational and cultural coverage to the five campuses of the university.

2.2 The information in the course specification is comprehensive and up-to-date The course will help the students to enhance their knowledge and understanding of the study as follows (see course objectives AUN1)

Skills in communicating and working with others. Students should have interpersonal skills. Students will develop skills in the course of reporting and responsibility classes.

Skills in information technology. Students can develop information technology skills.

Learning skills for themselves. Students can develop their skills and find work through self-report.

Skills to analyze and understand the system or processes. Students can develop analytical skills through learning.

Specialized skills. Problem solving skills in business cases. Students have a chance to participate in a solution-oriented industry through research with course professors. The professor in a research project. Students also have a chance to learn in a cooperative education

2.2-01 LMS website: http://lms.phuket.psu.ac.th

http://lms.phuket.psu.ac.th/


26

Working Performance Sources of Evidence and internship which is during Year 4. This will help students learn and have experience working in real industries. 2.3 The programme and course specifications are communicated and made available to the

stakeholders The stakeholders, including students, parent, company etc. can be aware of the requirements communicated in the web site of the faculty, brochures, and other forms of publicity.

1.1-03 F.I.S website: www.fis.phuket.psu.ac.th



27

Criterion 3 1. The curriculum, teaching and learning methods and student assessment are

constructively aligned to achieve the expected learning outcomes. 2. The curriculum is designed to meet the expected learning outcomes where the

contribution made by each course in achieving the programme's expected learning outcomes is clear.

3. The curriculum is designed so that the subject matter is logically structured, sequenced, and integrated.

4. The curriculum structure shows clearly the relationship and progression of basic courses, the intermediate courses, and the specialised courses.

5. The curriculum is structured so that it is flexible enough to allow students to pursue an area of specialisation and incorporate more recent changes and developments in the field.

6. The curriculum is reviewed periodically to ensure that it remains relevant and up-to-date.


AUN-QA Criterion 3-Checklist 3.Programme Structure and Content

Point 1 2 3 4 5 6 7

3.1 The curriculum is designed based on constructive alignment with the expected learning outcomes [1]

3.2 The contribution made by each course to achieve the expected learning outcomes is clear [2]

3.3 The curriculum is logically structured, sequenced, integrated and up-to-date [3,4,5,6]

Overall opinion

AUN 3

Programme Structure and Content

28


This programme works in cooperation with Chinese universities. In 2015, IBC students went to study in the summer semester at 10 different universities: Yunnan University, Guangxi University, Jiangxi University of Technology, Fuzhou University, Huaihai Institute of Technology, Weinan Normal University, South China University of Technology, Changzhou University, Chongqing University and Shanghai University.

Working Performance Sources of Evidence 3.1 The curriculum is designed based on constructive alignment with the expected learning

outcomes The programme met the requirements by the credit-based training system. The curriculum is designed constructively based on ELOs

1.1-02 TQF2 (Curriculum mapping)

3.2 The contribution made by each course to achieve the expected learning outcomes is clear Each course is planned to contribute to the ELOs on different aspects and levels. The teaching and learning methods are selected by considering the purpose of the course. Each course combines different teaching methods. For example, all English courses combine lecture, self-study, and project work. Students are assessed both by norm referenced and criterion referenced. Criteria for grading are A,B+,B,C+,C,D+,D,E and also S/U according to the university regulation. The same assessment criteria are applied to every course and used for all students.

1.1-02 TQF2 (Curriculum mapping)

3.3 The curriculum is logically structured, sequenced, integrated and up-to-date The courses in the programme are structured logically from basic to advanced levels. General education courses are majorly taught in the first and second year, professional courses are provided in the higher years. Courses in China are well selected not only skill based, but also cultural based. The courses in basic, intermediate, and

1.1-02 TQF2 (study plan) 3.3-01 TQF3 1.1-05 http://www.fis.psu.ac.th/en/index.php/course/ba/international-business-china/




29

Working Performance Sources of Evidence specialized skills relate logically and are integrated to each other as shown in the study plan. Curriculum is reviewed and courses are modified in order to make it up-to-date.

3.3-02 Registration office: http://web52.phuket.psu.ac.th/registra/index1.php

http://web52.phuket.psu.ac.th/registra/index1.php

http://web52.phuket.psu.ac.th/registra/index1.php

30

Criterion 4

1. The teaching and learning approach is often dictated by the educational philosophy of the university. Educational philosophy can be defined as a set of related beliefs that influences what and how students should be taught. It defines the purpose of education, the roles of teachers and students, and what should be taught and by what methods.

2. Quality learning is understood as involving the active construction of meaning by the student, and not just something that is imparted by the teacher. It is a deep approach of learning that seeks to make meaning and achieve understanding.

3. Quality learning is also largely dependent on the approach that the learner takes when learning. This in turn is dependent on the concepts that the learner holds of learning, what he or she knows about his or her own learning, and the strategies she or he chooses to use.

4. Quality learning embraces the principles of learning. Students learn best in a relaxed, supportive, and cooperative learning environment.

5. In promoting responsibility in learning, teachers should: a) create a teaching-learning environment that enables individuals to

participate responsibly in the learning process; and b) provide curricula that are flexible and enable learners to make meaningful

choices in terms of subject content, programme routes, approaches to assessment and modes and duration of study.

6. The teaching and learning approach should promote learning, learning how to learn and instil in students a commitment of lifelong learning (e.g. commitment to critical inquiry, information-processing skills, a willingness to experiment with new ideas and practices, etc.).

AUN 4

Teaching and Learning Approach

31


AUN-QA Criterion 4-Checklist 4. Teaching and Learning Approach

Point 1 2 3 4 5 6 7

4.1 The educational philosophy is well articulated and communicated to all stakeholders [1]

4.2 Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes [2,3,4,5]

4.3 Teaching and learning activities enhance life-long learning [6]

Overall opinion

Working Performance according to AUN 4 IBC has applied an appropriate teaching and learning approach in the way that the students can absorb and apply the knowledge gained during their academic years. Students are also encouraged to do self-learning and life-long learning.

Working Performance Sources of Evidence 4.1 The educational philosophy is well articulated and communicated to all stakeholders The educational philosophy is announced in the curriculum, of which all students receive a CD copy of it. For other stakeholders, the communication of the educational philosophy should be improved.

1.1-05 http://www.fis.psu.ac.th/en/index.php/course/ba/international-business-china/

4.2 Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes All courses are assigned to lecturers at least 2 months before the semester starts, then TQF3 are made. Learning and teaching activities are approved by the committee, and are made to enable ELOs. Several learning and teaching

3.3-01 TQF3 4.2-01 TQF5 1.1-04 http://www.en.psu.ac.t


32

Working Performance Sources of Evidence activities, such as project presentation, classroom discussion, case study, are allocated to different courses. New educational technology is used in teaching and learning, for example: LMS system is mainly employed in courses; Tell Me More programme for studying English outside the classroom, active learning and autonomous education are practiced; public websites such as YouTube, Google, yuku, etc are used; the FIS provides a tablet to each student to use as a learning/working tool in their study. Teaching and learning activities are evaluated by peer and by students. Students will evaluate teaching methods and contents by the P.S.U. class evaluation system online. The results of classroom evaluation and team evaluation pointed out that the chosen methods fit with ELOs. The percentage of class evaluation by IBC students is relatively high.

h/about-psu/introduction.html 4.2-02 Class evaluation 1.1-05 http://www.fis.psu.ac.th/en/index.php/course/ba/international-business-china/ 4.2-03 Tell Me More

4.3 Teaching and learning activities enhance life-long learning IBC students learn to do case studies in several topics. They are trained to practice by themselves to develop skills such as language skills, presentation skills, problem solving etc. The IBC curriculum has a compulsory Independent Studies course which can enable life-long learning skills to students.

2.2-01 LMS http://lms.phuket.psu.ac.th/moodle/



http://lms.phuket.psu.ac.th/moodle/

http://lms.phuket.psu.ac.th/moodle/

33

Criterion 5 1. Assessment covers:

a. New student admission b. Continuous assessment during the course of study c. Final/exit test before graduation

2. In fostering constructive alignment, a variety of assessment methods should be adopted and be congruent with the expected learning outcomes. They should measure the achievement of all the expected learning outcomes of the programme and its courses.

3. A range of assessment methods is used in a planned manner to serve diagnostic, formative, and summative purposes.

4. The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading should be explicit and communicated to all concerned.

5. Standards applied in assessment schemes are explicit and consistent across the programme.

6. Procedures and methods are applied to ensure that student assessment is valid, reliable and fairly administered.

7. The reliability and validity of assessment methods should be documented and regularly evaluated and new assessment methods are developed and tested.

8. Students have ready access to reasonable appeal procedures.


AUN-QA Criterion 5-Checklist 5. Student Assessment

Point 1 2 3 4 5 6 7

5.1 The student assessment is constructively aligned to the achievement of the expected learning outcomes [1,2]

AUN 5

Student Assessment

34

AUN-QA Criterion 5-Checklist 5. Student Assessment

Point 1 2 3 4 5 6 7

5.2 The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students [4,5]

5.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment [6,7]

5.4 Feedback of student assessment is timely and helps to improve learning [3]

5.5 Students have ready access to appeal procedure [8]

Overall opinion


Student assessment, which includes entering assessment, learning progress and exit assessment, is a permanent activity for IBC programme, All assessment activities help lecturers to keep track of the quality of students’ learning progress. From that, under the lecturers’ guidance and timely help, the students will take corrective actions for appropriate modification of their learning activities. Tests and examinations with distinctive and consistent criteria are applied.

Working Performance Sources of Evidence 5.1 The student assessment is constructively aligned to the achievement of the expected learning outcomes All students’ performance is evaluated in every step of learning. The assessment results revealed learning outcomes. Some examples of assessment are as follow: -All new students take an English placement test. The purpose of the placement test is to divide students into groups appropriate to their proficiency levels. Students

1.1-02 TQF2 (curriculum mapping) 4.2-02 Class Evaluation 5.1-01 Intensive Project Document 3.3-01 TQF 3

35

Working Performance Sources of Evidence enroll in Foundation English or English for International Programme I, depending on the result of this placement test. -Students with Chinese background take an HSK placement test. The purpose of the placement test was to divide students into groups appropriate to their proficiency levels. Students could enroll in Chinese II or Chinese III , depending on the result of this placement test. -Mid-term examination is to assess students’ knowledge of the content of the course in the first half of the course. -Final examination is used to assess students’ knowledge of the content of the courses in the second half of the course. -Project is used to evaluate students’ ability in different aspects: team working, creativity, task completion, problem-solving. IBC employed various assessment methods such as written examination, oral presentation, project, self-study, and peer-editing.

4.2-01 TQF 5 5.1-02 SIS 1.1-05 http://www.fis.psu.ac.th/en/index.php/course/ba/international-business-china/

5.2 The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students The assessment criteria were communicated to students at the beginning of the courses, and students could see the criteria posted online throughout the semester. The assessment/examination regulations were announced to all students by the Faculty. Students were reminded of examination regulations in the examination room. The regulations are presented in Table: Mid-term examination score should be reported to

2.2-01 LMS http://lms.phuket.psu.ac.th 3.3-01 TQF3


36

Working Performance Sources of Evidence the students within a week, and students can visit the lecturer at their office hours, which is at least 6 hours a week. 5.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment The assessment of diligence and levels of knowledge and skills among the students is done covering discussions, reports, homework, project presentation and etc. Finally, there are mid-term and final examinations. Students’ progress is expressed through the results for each semester each academic year as well as for the whole programme. This result is presented in the academic transcript. General information on assessment is announced at the beginning of semesters so that the students know about the test pattern, time frames and grading rubrics. Any complaints from the students would be seriously considered following University regulations. The students have the right to complain about grading directly to the lecturer, and there is also a process for students to petition about grading via registration department.

3.3-01 TQF3 2.2-01 LMS http://lms.phuket.psu.ac.th/ moodle/

5.4 Feedback of student assessment is timely and helps to improve learning Results of assessment is announced in appropriate time. For example, the result of the midterm examination is announced within one week after the examination date. This helps students to improve their performance for better score in the next assessment. It also provides opportunity for students to plan their study. Some students decided to withdraw after receiving their examination results.

5.4-01 Classroom evaluation online system 5.4-02 Classroom observation by team

37

Working Performance Sources of Evidence Students receives feedback after other assessments as well, for example; after their project presentation, writing tasks, and quizzes. Feedbacks help students to realize their own strength and weakness which are useful for their further development. 5.5 Students have ready access to appeal procedure Students can appeal to the faculty if they think that the test result is wrong, and students know their right to ask for an explanation of their test result.

5.5-01 Registration Department http://web52.phuket.psu.ac.th/registra/Download.php

Table 3.4: Examination Regulations

Faculty of International Studies

Prince of Songkla University, Phuket Campus

Examination Regulations

1. PSU’s examination regulations will be applied to all examinations.

2. Students must bring their student identification card to the examination room. Any identification

cards with a picture can be used as a substitute.

3. Students must wear a proper uniform specified in the Faculty’s regulations. No jackets allowed.

4. Students are not allowed to take the examination if they are 20 minutes late (if the invigilator feels

that they should be allowed, call an authorized person).

5. Students are not allowed to leave the examination room within the first 30 minutes of the

examination.

6. Students are not allowed to bring any personal belongings into the examination room except

stationery (pen, pencil, eraser, calculator, ruler, etc.). All electronic devices must be turned off. All

students must keep their belongings in a place designated by the invigilator.

7. Dictionaries and calculators may be used only if specified on the exam papers.

8. No sharing of stationery or anything else in the examination room is allowed.

38

Faculty of International Studies

Prince of Songkla University, Phuket Campus

Examination Regulations

9. Students must contact the invigilator directly if they need help.

10. Students are not allowed to the toilet during the test. In case of emergency cases such as diarrhea,

students may go to the toilet if they are accompanied by an invigilator.

11. Any students who cheat on the examination will have their examination of that subject cancelled

immediately, and they will be punished according to PSU’s regulations.

12. All food and drink, including candy, is strictly prohibited.

Invigilators will not be allowed to translate or to explain any part of the examination

39

Criterion 6 1. Both short-term and long-term planning of academic staff establishment or needs

(including succession, promotion, re-deployment, termination, and retirement plans) are carried out to ensure that the quality and quantity of academic staff fulfil the needs for education, research and service.

2. Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service.

3. Competences of academic staff are identified and evaluated. A competent academic staff will be able to:

● design and deliver a coherent teaching and learning curriculum; ● apply a range of teaching and learning methods and select most appropriate

assessment methods to achieve the expected learning outcomes; ● develop and use a variety of instructional media; ● monitor and evaluate their own teaching performance and evaluate courses they

deliver; ● reflect upon their own teaching practices; and ● conduct research and provide services to benefit stakeholders

4. Recruitment and promotion of academic staff are based on merit system, which includes teaching, research and service.

5. Roles and relationship of academic staff members are well defined and understood. 6. Duties allocated to academic staff are appropriate to qualifications, experience, and

aptitude. 7. All academic staff members are accountable to the university and its stakeholders, taking

into account their academic freedom and professional ethics. 8. Training and development needs for academic staff are systematically identified, and

appropriate training and development activities are implemented to fulfil the identified needs.

9. Performance management including rewards and recognition is implemented to motivate and support education, research and service.

10. The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement.

AUN 6

Academic Staff Quality

40


AUN-QA Criterion 6-Checklist 6. Academic Staff Quality

Point 1 2 3 4 5 6 7

6.1 Academic staff planning (considering succession, promotion, re-deployment, termination, and retirement) is carried out to fulfil the needs for education, research and service [1]

6.2 Staff-to-studentratio and workload are measured and monitored to improve the quality of education, research and service [2]

6.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated [4,5,6,7]

6.4 Competences of academic staff are identified and evaluated [3]

6.5 Training and developmental needs of academic staff are identified and activities are implemented to fulfil them [8]


6.7 The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement [10]

Overall opinion

41

Working Performance according to AUN 6 Working Performance Sources of Evidence

6.1 Academic staff planning (considering succession, promotion, re-deployment, termination, and retirement) is carried out to fulfil the needs for education, research and service Academic staff planning is stated in the university’s regulation. Staff’s performance is evaluated two times a year according to the TOR and competency assessment system. This method is applied to evaluate all staff in the university. In terms of the IBC, the program also has its own staff planning which will concern mainly on assigning suitable lecturers for the courses and appointing program committee. Academic staff are expected to be role models for students. The program tries to provide staff with academic freedom, as can be seen that lecturers have freedom to employ which teaching methodology and materials suitable for their courses and levels of students. However, they have to follow the administrative policy. Professional ethics is given importance and all staff realize this.

6.1-01 P.S.U. Human Resource 6.1-02 Human Resource Department: phuket campus 6.1-03 Recruitment Announcement 6.1-04 Development plan 6.1-05 TOR 6.1-06 Competence on line 6.1-07 http://rdo.psu.ac.th

6.2 Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service All academic staff are informed of their workload and their responsibilities. P.S.U. set four main responsibilities for staff as follow:

- Teaching - Research - Academic Service - Cultural preservation

Staff-to-student ratio and workload in the IBC are measured from the record of student registration and academic staff number. According to the registration data, the staff-to-

6.1-04 Development plan 6.1-05 TOR 6.1-06 Competence on line

42

Working Performance Sources of Evidence student ratio is satisfactory. Although, staff-to-student ratio is not the problem, the staff have other responsibilities as mentioned in the above. Therefore, the staff are facing difficulty on producing research and academic service. 6.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated Recruitment and selection criteria is according to the university’s regulation. Academic staff in P.S.U. are chosen by considering their qualifications which are: their academic background, teaching and research experience. Therefore, academic staff have area of expertise suitable for the courses they are given. All applicants have to pass recruitment process set by Human Resource Section of the university. However, IBC is facing challenges on human resources. It is hard to recruit business lecturer with real-life experience, since the salary is not very attractive. The department is solving the problem by giving other incentives and also inviting experienced lecturers from inside or outside the country.

6.1-02 Human Resource Department 6.3-01 Memorandum:Best teacher reward 6.1-03 Recruitment Announcement 6.1-04 P.S.U. Human Resource Development plan 6.1-05 TOR 6.1-06 Competence on line 6.1-07 http://rdo.psu.ac.th

6.4 Competences of academic staff are identified and evaluated Competences of academic staff are identified and evaluated by a committee. Each evaluation will take a new set of committee. The ELOs is also used to identify competences of academic staff. That is to say, academic staff should be able to provide knowledge and train students to achieve the programme ELOs.

6.1-06 Competency Online system

43

Working Performance Sources of Evidence 6.5 Training and developmental needs of academic staff are identified and activities are implemented to fulfill them F.I.S. has policy to develop staff in term of teaching and research. There are two main channels for academic staff to attend conference/seminar. -In house seminar. There are several trainings and seminars arranged by the university and F.I.S. which staff can attend. -Outside seminars. Staff can also request to attend training and conference outside the university if it meets with their academic and research interest. The list of the request is attached. To provide opportunity to join in academic seminar outside the university, F.I.S. provides a budget of 12,000 Baht per person for this purpose. With this budget, staff can request to attend academic conference and seminar that they are interested. For junior and new academic staff, P.S.U. arrange orientation seminar annually. New staff can join in a couple day orientation seminar which they will learn about academic pathway and university’s policy on new staff implementation.

6.5-01 International conference proposal

6.6 Performance management including rewards and recognition is implemented to motivate and support education, research and service The university has clear rules for awarding staff who produce academic work.

6.1-07 P.S.U. announcement http://rdo.psu.ac.th

6.6-01 F.I.S announcement 1.1-03 F.I.S website: www.fis.phuket.psu.ac.th

http://rdo.psu.ac.th/



44

Working Performance Sources of Evidence 6.7 The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement The faculty has a research committee to work on quality of research activities of staff. The department of China studies organized an “international Conference on Chinese-ASEAN: a sustainable community 2016” on 28-29 2016. Lecturer presented their research works in this conference.

6.7-01 P.S.U. academic affair data

Table 3.5: Research Activities

Academic Year

Types of Publication

Total

No. of Publications

Per Academic

Staff

ln-house/ Institutional

National Regional International

2015 - 2 - 1 3 3:14 (21.43%)

Table 3.6: Full-Time Equivalent (FTE) in the IBC

Category M F Total Percentage of

Ph.Ds Headcounts FTEs Professors - - - - Associate/ Assistant Professors

- - - -

Full-time Lecturers 7 5 12 28.57

Part-time Lecturers - 2 (CIP Teacher)

2 -

Visiting Professors/ Lecturers

- - - -

Total 7 7 14 28.57

45

Table 3.7: List of IBC staff who attended outside seminar/conference

Reference No.

Date Training and Seminar Name of the Staff

805/1538 16/08/2015 – 17/08/2015

PSU Grand Open House @ PSU Hadyai

Dr.Supachai Jaengjai

805/024 17/12/2015 – 18/12/2015

The 4th PSU Education Conference: “Engaging Students to Future Ready Graduates” @ International Conference Hall

Aj.Pittaya Limbput

805/825 03/04/2015 – 05/04/2015

AUN-QA @ PSU Surattani Dr.Chaiyaphon Tantiphurinit; Aj.Pittaya Limbput; Dr.Nattakarn Chuanklin; Aj.Pramesini Khamtab; Aj.Thoranit Lilasetthakul

805/1369 26/06/2015 – 29/06/2015

AUN-QA for programme assessment version 3.0 @ PSU Trang

Dr.Supachai Jaengjai; Aj.Pittaya Limbput; Aj.WangYi

805/1137 19/06/2015 – 22/06/2015

Academic Seminar: “Clear Jade dancing in the literatures” @ University of the Thai Chamber of Commerce, Bangkok

Dr. Yupin Karanyadech

805/2321 16/12/2015 – 19/12/2015

The 4th PSU Education Conference “Engaging Students to Future Ready Graduates”

Aj.Pittaya Limbut

805/1538 16/08/2015 – 17/08/2015

PSU Grand Open House @ PSU Hadyai

Dr.Supachai Jaengjai

805-590 03/04/2015 – 05/04/2015

AUN-QA @ PSU Surattani Dr.Chaiyaphon Tantiphurinit; Aj.Pittaya Limbput; Dr.Nattakarn Chuanklin; Aj.Pramesini

46

Reference No.

Date Training and Seminar Name of the Staff

Khamtab; Aj.Thoranit Lilasetthakul; Aj.Wang Yi

805-1122 26/06/2015 – 29/06/2015


Dr.Supachai Jaengjai; Aj.Pittaya Limbput; Aj.WangYi;

805/024 17/12/2015 – 18/12/2015

The 4th PSU Education Conference: “Engaging Students to Future Ready Graduates” @ International Conference Hall

Aj.Pittaya Limbput

805/825 03/04/2015 – 05/04/2015

AUN-QA @ PSU Surattani Dr.Chaiyaphon Tantiphurinit; Aj.Pittaya Limbput; Dr.Nattakarn Chuanklin; Aj.Pramesini Khamtab; Aj.Thoranit Lilasetthakul

805/1369 26/06/2015 – 29/06/2015


Dr.Supachai Jaengjai; Aj.Pittaya Limbput; Aj.WangYi

805/1137 19/06/2015 – 22/06/2015

Academic Seminar: “Clear Jade dancing in the literatures” @ University of the Thai Chamber of Commerce, Bangkok

Dr. Yupin Karanyadech

47

Table 3.8: No. of student Registration by Subjects

Semester Course No. of students

registered

1|2558 140-211 PRINCIPLES OF ACCOUNTING* 1 1|2558 805-111 THAI FOR EFFECTIVE COMMUNICATION* 2 1|2558 805-122 ENGLISH FOR READING* 1 1|2558 805-125 ENGLISH FOR INTERNATIONAL* PROGRAMME I* 10 1|2558 805-135 TAI CHI* 76 1|2558 805-136 BADMINTON* 60 1|2558 805-138 THAI CHAIYA BOXING* 33 1|2558 805-141 CO-CURRICULAR ACTIVITIES* 202 1|2558 805-161 SOUTHEAST ASIAN CIVILIZATION* 205 1|2558 805-170 FOUNDATION ENGLISH* 146 1|2558 805-171 ENGLISH FOR INTERNATIONAL* PROGRAMME I* 62 1|2558 805-181 MATHEMATICS IN DAILY LIFE* 205 1|2558 805-182 COMPUTER:THE INTERNET AND* SOCIETY* 206 1|2558 805-221 ENGLISH FOR INTERNATIONAL* PROGRAMME II* 33 1|2558 805-222 ENGLISH FOR ACADEMIC PURPOSES* 41 1|2558 805-321 ENGLISH FOR BUSINESS* 12 1|2558 805-322 ENGLISH FOR EFFECTIVE * COMMUNICATION* 38 1|2558 805-323 ENGLISH FOR PRESENTATIONS AND* MEETINGS* 35 1|2558 805-325 ENGLISH FOR TOURISM* 17 1|2558 806-101 FUNDAMENTAL FRENCH I* 12 1|2558 806-111 FUNDAMENTAL GERMAN I* 3 1|2558 806-121 FUNDAMENTAL SPANISH I* 5 1|2558 806-121 CHINESE I* 108 1|2558 806-122 CHINESE II* 60 1|2558 806-131 FUNDAMENTAL RUSSIAN I* 3 1|2558 806-221 CHINESE III* 31 1|2558 807-111 CHINESE I* 1 1|2558 807-113 CHINESE III* 2 1|2558 807-141 FUNDAMENTAL KOREAN I* 10

48


registered

1|2558 807-161 FUNDAMENTAL JAPANESE I* 12 1|2558 807-171 INDONESIAN LANGUAGE I* 6 1|2558 807-171 FUNDAMENTAL BURMESE I* 17 1|2558 807-211 CHINESE IV* 106 1|2558 807-214 BUSINESS CHINESE CONVERSATION I* 103 1|2558 807-311 CHINESE VII* 78 1|2558 807-314 BUSINESS CHINESE WRITING II* 63 1|2558 807-421 CHINESE FOR TOURISM* 19 1|2558 808-122 CHINESE CALLIGRAPHY* 42 1|2558 808-222 DEVELOPMENT OF CHINESE SOCIETY* AND LIFE* 77 1|2558 808-224 CHINESE MUSIC* 31 1|2558 808-301 INTERCULTURAL COMMUNICATION* 112 1|2558 808-302 INTRODUCTION TO RESEARCH* METHODOLOGY* 78 1|2558 808-303 INTRODUCTION TO TRANSLATION* 77 1|2558 808-324 THAI-CHINESE RELATIONS* 8 1|2558 808-325 CHINESE IDIOMS AND FABLES* 12

1|2558 808-372 PHYSICAL GEOGRAPHY OF P.R. CHINA* FOR BUSINESS* 63

1|2558 808-401 INDEPENDENT STUDIES* 4 1|2558 809-103 PRINCIPLES OF ECONOMICS* 3 1|2558 809-111 CHINESE I* 2 1|2558 809-201 PRINCIPLES OF MARKETING* 58 1|2558 809-203 HUMAN RESOURCES MANAGEMENT* 53 1|2558 809-211 CHINESE III* 1 1|2558 809-301 BUSINESS STRATEGIC MANAGEMENT* 76 1|2558 809-302 SEMINAR IN INTERNATIONAL * BUSINESS* 63 1|2558 809-303 INTEGRATED MARKETING * COMMUNICATION* 77 1|2558 809-311 INTERNATIONAL MARKETING* 63 1|2558 810-115 THAI ARTS AND CULTURE* 1 1|2558 811-313 CHINESE VII* 1 1|2558 812-103 MATHEMATICS* 1

49


registered

1|2558 814-141 THAI PERFORMING ARTS* 4 1|2558 814-302 BUSINESS CHINESE WRITING II* 1 1|2558 815-111 KOREAN I* 2 1|2558 815-112 KOREAN LISTENING AND* SPEAKING I* 2 1|2558 817-102 PRINCIPLES OF ACCOUNTING* 1 1|2558 821-101 THAI CUISINE KNOWLEDGE AND SKILLS* 1 1|2558 821-204 FOOD AND BEVERAGE SERVICE AND* TECHNIQUES* 1 1|2558 821-307 BAKERY PRODUCTION* 1 2|2558 805-125 ENGLISH FOR INTERNATIONAL* PROGRAMME I* 2 2|2558 805-135 TAI CHI* 12 2|2558 805-138 THAI CHAIYA BOXING* 17 2|2558 805-162 SOCIAL PSYCHOLOGY* 184 2|2558 805-170 FOUNDATION ENGLISH* 23 2|2558 805-171 ENGLISH FOR INTERNATIONAL* PROGRAMME I* 119 2|2558 805-172 ENGLISH FOR INTERNATIONAL * PROGRAMME II* 48 2|2558 805-183 STATISTICS AND OPTIMIZATION,* INTRODUCTION TO* 191 2|2558 805-221 ENGLISH FOR INTERNATIONAL* PROGRAMME II* 8 2|2558 805-222 ENGLISH FOR ACADEMIC PURPOSES* 35 2|2558 805-321 ENGLISH FOR BUSINESS* 17 2|2558 805-322 ENGLISH FOR EFFECTIVE * COMMUNICATION* 56 2|2558 805-323 ENGLISH FOR PRESENTATIONS AND* MEETINGS* 12 2|2558 805-422 ENGLISH THROUGH DRAMA* 32 2|2558 806-111 INTERNATIONAL BUSINESS, * INTRODUCTION TO* 182 2|2558 806-122 CHINESE II* 101 2|2558 806-123 EASTERN CIVILIZATION* 157 2|2558 806-132 FUNDAMENTAL RUSSIAN II* 1 2|2558 806-141 P.R. CHINA, INTRODUCTION TO* 74

2|2558 806-142 INFORMATION TECHNOLOGY FOR* INTERNATIONAL STUDIES* 90

2|2558 806-221 CHINESE III* 52 2|2558 806-223 CHINESE IV* 28

51

Criterion 7

1. Both short-term and long-term planning of support staff establishment or needs of the library, laboratory, IT facility and student services are carried out to ensure that the quality and quantity of support staff fulfil the needs for education, research and service.

2. Recruitment and selection criteria for appointment, deployment and promotion of support staff are determined and communicated. Roles of support staff are well defined and duties are allocated based on merits, qualifications and experiences.

3. Competences of support staff are identified and evaluated to ensure that their competencies remain relevant and the services provided by them satisfy the stakeholders' needs.

4. Training and development needs for support staff are systematically identified, and appropriate training and development activities are implemented to fulfil the identified needs.

5. Performance management including rewards and recognition is implemented to motivate and support education, research and service.

AUN-QA Criterion 7-Checklist 7. Support Staff Quality

Point 1 2 3 4 5 6 7

7.1 Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil the needs for education, research and service [1]

7.2 Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated [2]

7.3 Competences of support staff are

AUN 7 Support Staff Quality

52

AUN-QA Criterion 7-Checklist 7. Support Staff Quality

Point 1 2 3 4 5 6 7

identified and evaluated [3] 7.4 Training and developmental needs of support staff are identified and activities are implemented to fulfil them [4]


Overall opinion

AUN 7 Results

Based on Phuket Campus’ centralization policy, most of supporting personnel work for the campus. There are just a few assigned to work in the faculties to help cooperate with other departments and sections, and they are only responsible for preliminary administration and academic supports. In the Faculty of International Studies, there are 4 supporting staff who are a government employee and university employees. Other 8 supporting staff are hired as faculty employees for other jobs including finance, supply, research and academic services, academic affairs, student development, human resources, computer labs, and IT services. Consequently, these 12 supporting staff will be evaluated.

Working Performance Sources of Evidence 7.1 Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil the needs for education, research and service The faculty hires 3 staff. The first one is a technician who is responsible for language labs, computers, and a studio. He’s in charge of 45-seated computer labs and one studio. He also gives advice to students regarding a self-study program, Tell Me More, video editing and technology-based activities. As well, his job descriptions include training services. The

7.1-01 TOR samples 7.1-02 Five-year development plan of the faculty ((2015-2019)

53

Working Performance Sources of Evidence second technician is responsible for all computers and devices provided to faculty members. He handles all devices in meeting rooms and makes video presentations to be used for the faculty’s public relations. The last staff member is responsible for the faculty’s website. This staff recruitment is complied with the faculty’s 5-year-development plan (2015-2019): Strategy 5 (provide healthy, technology-based learning environment and the faculty’s public relations) 7.2 Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated All supporting staff recruitment and hiring processes are complied with the university’s regulations and procedures. It begins with announcing a test date and an interview date. Criteria for recruitment are transparent. There is a TOR specifying job descriptions. Work performance is evaluated for consideration of salary increase every 6 months.

7.2-01 Job announcement samples 7.2-02 Criteria and procedures for increasing salaries

7.3 Competences of support staff are identified and evaluated Every 6 months, all supporting staff’s competencies will be evaluated for improvement of work performance and salary increase.

7.3-01 Samples of Competency Evaluation

7.4 Training and developmental needs of support staff are identified and activities are implemented to fulfil them All supporting staff must state in their TORs in which way they would like to specifically develop themselves and whether they have engaged in any training. The faculty encourages the supporting staff to:

7.1-01 TOR samples 7.4-01 Research application form or handbooks

54

Working Performance Sources of Evidence 1. improve their English skills and proficiency

using Tell Me More 2. conduct research and academic work, and

budget is allocated by the Faculty’s Research Fund.

3. participate in any training course at least once in each evaluation round based on their own areas of interest.

4. spend 8,000 baht provided by the faculty in each year to participate in seminars, training, or field-trips.

7.5 Performance management including rewards and recognition is implemented to motivate and support education, research and service 1. 1,000 baht/month is awarded to those whose English proficiency meets the requirement of the faculty.

2. spend 8,000 baht provided by the faculty in each year to participate in seminars, training, or field-trips.

7.5-01 The university announcement: remuneration payment for Thai employees of the Faculty of International Studies 7.5-02 The Faculty of International Studies Announcement: Guidelines for paying remuneration to Thai employees of the Faculty of International Studies

55

Number of FIS Support staff

Support Staff Highest Educational Attainment

Total Vocational Diploma

Bachelor's Master's Doctoral

Library Personnel - - - - -

Laboratory Personnel - 1 - - 1

IT Personnel - 2 - - 2

Administrative Personnel

1 4 4 - 9

Student Services Personnel (enumerate the services)

- - - - -

Total 1 7 4 - 12

56

Criterion 8 1. The student intake policy and the admission criteria to the programme are clearly

defined, communicated, published, and up-to-date. 2. The methods and criteria for the selection of students are determined and

evaluated. 3. There is an adequate monitoring system for student progress, academic

performance, and workload, student progress, academic performance and workload are systematically recorded and monitored, feedback to students and corrective actions are made where necessary.

4. Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability.

5. In establishing a learning environment to support the achievement of quality student learning, the institution should provide a physical, social and psychological environment that is conducive for education and research as well as personal well-being.

Self-Assessment Report

AUN-QA Criterion 8-Checklist 8. Student Quality and Support

Point 1 2 3 4 5 6 7

8.1 The student intake policy and admission criteria are defined, communicated, published, and up-to-date [1]

8.2 The methods and criteria for the selection of students are determined and evaluated [2]

8.3 There is an adequate monitoring system for student progress, academic

AUN 8

Student Quality and Support

57

AUN-QA Criterion 8-Checklist 8. Student Quality and Support

Point 1 2 3 4 5 6 7

performance, and workload [3] 8.4 Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability [4]

8.5 The physical, social and psychological environment is conducive for education and research as well as personal well-being [5]

Overall opinion


The programme is operated on the principle of setting priority for quality of the students. Working Performance Sources of Evidence

8.1 The student intake policy and admission criteria are defined, communicated, published, and up-to-date Admission criteria are announced by admission section of the university. The department set a clear requirement for the students’ enrollment, general GPA and English average GPA is required.. Students are selected through different admissions. Each admission has slightly different criteria. All applicants have to pass interview process. There are four admission channels.

1. PSU Admission 2. Direct Admission/ Special Quota 3. Central Admission 4. Special Admission Programmes by faculty and campus

8.1-01 Admission announcement academic http://web52.phuket.psu.ac.th/student_admissions

58

Working Performance Sources of Evidence The methods of selection are:

1. Students’ academic performance (GPAX, GPA)

2. Students’ test results on English or Chinese

3. Interview results 4. Other qualifications such as

special skills and attitudes 8.2 The methods and criteria for the selection of students are determined and evaluated The methods and criteria for the selection of students are determined and evaluated. The requirement is modified since the large number of the candidates. The recruitment is emphasized on southern Thailand, depending on the data collected in 2014.

8.2-01 Admission records

8.3 There is an adequate monitoring system for student progress, academic performance, and workload There is an advisor for each grade, and students’ meeting is held monthly. Records of students’ registration and performance are kept by using SIS system. Students intakes are monitors by their academic performance and their attitude towards learning. The study load is divided equally. Each semester, students take between 17-21 credits if they follow the study plan. Students with probation are allowed to take up to 15 credits only. If they want to take more credits, close monitoring will be taken by the advisors.

5.1-02 https://sis-phuket1.psu.ac.th

8.3-01 Memorandum : Advisor

https://sis-phuket1.psu.ac.th/

59

Working Performance Sources of Evidence 8.4 Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability The F.I.S. provides different activities to improve students’ learning and employability. Advisors are available to the students. Activities are organized both domestically and internationally. Academic activities are offered to students in FIS, international culture week, buddy, performances and other activities are provided to the students in Chinese university. In Jan 2016, students of Department of China studies participated in the CCTV programme “Impossible challenge”.

3.3-01 TQF3: https://sis-phuket1.psu.ac.th 8.4-01 Co- curricular activities

8.5 The physical, social and psychological environment is conducive for education and research as well as personal well-being Phuket campus has friendly atmosphere which suitable for learning. There are many facilities to make students’ lives convenient. There is a clinic at building 6, nurse is working there daily, and doctor is there on Tuesday afternoon. Sports center and fitness are available e to all students

8.5-01

http://www.phuket.psu.ac.th/aboutus/about_gov.php

Table 3.9: Intake of First-Year Students

Academic Year Applicants

No. Applied No. Offered No. Admitted/Enrolled 2015 - 120 203 2014 - 100 139 2013 - 120 97 2012 - 120 85 2011 - 120 76

https://sis-phuket1.psu.ac.th/



60

Table 3.10: Grade Distributions

Semester Courses No. of Students Grades Distribution

Registered Passed A B+ B C+ C D+ D E I W G P F S U

1|2558 140-211 PRINCIPLES OF ACCOUNTING* 1 - - - - - - - - - - 1 - - - - -

1|2558 805-111 THAI FOR EFFECTIVE COMMUNICATION* 2 2 2 - - - - - - - - - - - - - -

1|2558 805-122 ENGLISH FOR READING* 1 1 - 1 - - - - - - - - - - - - -

1|2558 805-125 ENGLISH FOR INTERNATIONAL* PROGRAMME I* 10 3 - - - - 1 2 - 5 - 2 - - - - -

1|2558 805-135 TAI CHI* 76 75 38 28 8 1 - - - 1 - - - - - - - 1|2558 805-136 BADMINTON* 60 60 52 3 5 - - - - - - - - - - - - 1|2558 805-138 THAI CHAIYA BOXING* 33 30 23 5 1 - - - 1 2 - 1 - - - - -

1|2558 805-141 CO-CURRICULAR ACTIVITIES* 202 201 ## 15 15 11 4 - - 1 - - - - - - -

1|2558 805-161 SOUTHEAST ASIAN CIVILIZATION* 205 198 31 10 36 38 66 13 4 7 - - - - - - -

1|2558 805-170 FOUNDATION ENGLISH* 146 109 5 10 18 20 24 17 15 29 - 8 - - - - -

1|2558 805-171 ENGLISH FOR INTERNATIONAL* PROGRAMME I* 62 50 6 6 10 6 14 3 5 3 - 9 - - - - -

1|2558 805-181 MATHEMATICS IN DAILY LIFE* 205 191 64 19 18 22 21 24 23 14 - - - - - - -

61



1|2558 805-182 COMPUTER:THE INTERNET AND* SOCIETY* 206 200 9 13 40 49 53 26 10 5 - 1 - - - - -

1|2558 805-221 ENGLISH FOR INTERNATIONAL* PROGRAMME II* 33 25 - - 1 4 7 5 8 5 - 3 - - - - -

1|2558 805-222 ENGLISH FOR ACADEMIC PURPOSES* 41 32 9 8 5 6 3 - 1 - - 9 - - - - -

1|2558 805-321 ENGLISH FOR BUSINESS* 12 12 8 1 3 - - - - - - - - - - - -

1|2558 805-322 ENGLISH FOR EFFECTIVE * COMMUNICATION* 38 37 3 2 11 7 6 5 3 1 - - - - - - -

1|2558 805-323 ENGLISH FOR PRESENTATIONS AND* MEETINGS* 35 35 17 13 4 1 - - - - - - - - - - -

1|2558 805-325 ENGLISH FOR TOURISM* 17 15 2 2 3 6 1 1 - 1 - 1 - - - - -

1|2558 806-101 FUNDAMENTAL FRENCH I* 12 11 1 - - 5 3 1 1 - - 1 - - - - -

1|2558 806-111 FUNDAMENTAL GERMAN I* 3 2 - 1 - - 1 - - - - 1 - - - - -

1|2558 806-121 FUNDAMENTAL SPANISH I* 5 4 2 1 - - 1 - - - - 1 - - - - - 1|2558 806-121 CHINESE I* 108 97 37 20 13 5 7 5 10 11 - - - - - - -

62



1|2558 806-122 CHINESE II* 60 55 21 14 7 3 5 5 - 1 - 4 - - - - -

1|2558 806-131 FUNDAMENTAL RUSSIAN I* 3 3 2 - - - - - - - - - - - - 1 - 1|2558 806-221 CHINESE III* 31 30 9 8 3 5 3 1 1 - - 1 - - - - - 1|2558 807-111 CHINESE I* 1 1 1 - - - - - - - - - - - - - - 1|2558 807-113 CHINESE III* 2 2 - - - 1 1 - - - - - - - - - -

1|2558 807-141 FUNDAMENTAL KOREAN I* 10 5 3 - 2 - - - - 3 - 2 - - - - -

1|2558 807-161 FUNDAMENTAL JAPANESE I* 12 7 2 - 1 - 1 3 - - - 5 - - - - -

1|2558 807-171 INDONESIAN LANGUAGE I* 6 6 2 1 3 - - - - - - - - - - - -

1|2558 807-171 FUNDAMENTAL BURMESE I* 17 11 8 3 - - - - - - - 6 - - - - - 1|2558 807-211 CHINESE IV* 106 101 47 12 13 4 19 2 4 4 - 1 - - - - -

1|2558 807-214 BUSINESS CHINESE CONVERSATION I* 103 97 40 24 10 13 2 5 3 5 - 1 - - - - -

1|2558 807-311 CHINESE VII* 78 78 29 20 18 8 3 - - - - - - - - - -

1|2558 807-314 BUSINESS CHINESE WRITING II* 63 63 21 38 4 - - - - - - - - - - - - 1|2558 807-421 CHINESE FOR TOURISM* 19 19 11 5 2 1 - - - - - - - - - - -

63



1|2558 808-122 CHINESE CALLIGRAPHY* 42 41 19 12 9 1 - - - 1 - - - - - - -

1|2558 808-222 DEVELOPMENT OF CHINESE SOCIETY* AND LIFE* 77 77 5 10 9 19 25 6 3 - - - - - - - -

1|2558 808-224 CHINESE MUSIC* 31 30 15 11 2 2 - - - - - 1 - - - - -

1|2558 808-301 INTERCULTURAL COMMUNICATION* 112 98 29 12 20 11 11 4 11 10 - 4 - - - - -

1|2558 808-302 INTRODUCTION TO RESEARCH* METHODOLOGY* 78 78 64 9 2 1 - 1 1 - - - - - - - -

1|2558 808-303 INTRODUCTION TO TRANSLATION* 77 75 6 12 20 16 12 6 3 1 - 1 - - - - -

1|2558 808-324 THAI-CHINESE RELATIONS* 8 8 8 - - - - - - - - - - - - - -

1|2558 808-325 CHINESE IDIOMS AND FABLES* 12 12 6 5 1 - - - - - - - - - - - -

1|2558 808-372 PHYSICAL GEOGRAPHY OF P.R. CHINA* FOR BUSINESS* 63 63 21 28 14 - - - - - - - - - - - -

1|2558 808-401 INDEPENDENT STUDIES* 4 4 - 1 3 - - - - - - - - - - - -

1|2558 809-103 PRINCIPLES OF ECONOMICS* 3 3 - - - - - - 3 - - - - - - - - 1|2558 809-111 CHINESE I* 2 2 1 - - - 1 - - - - - - - - - -

64



1|2558 809-201 PRINCIPLES OF MARKETING* 58 58 5 6 13 10 16 6 2 - - - - - - - -

1|2558 809-203 HUMAN RESOURCES MANAGEMENT* 53 52 2 1 6 16 11 16 - 1 - - - - - - -

1|2558 809-211 CHINESE III* 1 1 1 - - - - - - - - - - - - - -

1|2558 809-301 BUSINESS STRATEGIC MANAGEMENT* 76 74 6 15 12 22 5 5 9 - - 2 - - - - -

1|2558 809-302 SEMINAR IN INTERNATIONAL * BUSINESS* 63 63 24 34 4 1 - - - - - - - - - - -

1|2558 809-303 INTEGRATED MARKETING * COMMUNICATION* 77 77 28 11 14 12 10 2 - - - - - - - - -

1|2558 809-311 INTERNATIONAL MARKETING* 63 63 26 24 10 2 1 - - - - - - - - - -

1|2558 810-115 THAI ARTS AND CULTURE* 1 1 - - 1 - - - - - - - - - - - - 1|2558 811-313 CHINESE VII* 1 1 - - - - 1 - - - - - - - - - - 1|2558 812-103 MATHEMATICS* 1 1 - - - - - 1 - - - - - - - - -

1|2558 814-141 THAI PERFORMING ARTS* 4 4 3 1 - - - - - - - - - - - - -

1|2558 814-302 BUSINESS CHINESE WRITING II* 1 1 - 1 - - - - - - - - - - - - -

65



1|2558 815-111 KOREAN I* 2 1 - - - - 1 - - 1 - - - - - - -

1|2558 815-112 KOREAN LISTENING AND* SPEAKING I* 2 1 - - - - - - 1 1 - - - - - - -

1|2558 817-102 PRINCIPLES OF ACCOUNTING* 1 1 - - 1 - - - - - - - - - - - -

1|2558 821-101 THAI CUISINE KNOWLEDGE AND SKILLS* 1 - - - - - - - - - - 1 - - - - -

1|2558 821-204 FOOD AND BEVERAGE SERVICE AND* TECHNIQUES* 1 - - - - - - - - - - 1 - - - - -

1|2558 821-307 BAKERY PRODUCTION* 1 1 - - - - - - - - - - - - - 1 -

2|2558 805-125 ENGLISH FOR INTERNATIONAL* PROGRAMME I* 2 - - - - - - - - - - 2 - - - - -

2|2558 805-135 TAI CHI* 12 12 10 2 - - - - - - - - - - - - - 2|2558 805-138 THAI CHAIYA BOXING* 17 17 14 1 2 - - - - - - - - - - - - 2|2558 805-162 SOCIAL PSYCHOLOGY* 184 180 62 11 22 15 24 26 20 4 - - - - - - - 2|2558 805-170 FOUNDATION ENGLISH* 23 5 - - - 1 2 - 2 6 - 12 - - - - -

2|2558 805-171 ENGLISH FOR INTERNATIONAL* PROGRAMME I* 119 53 - - 1 10 9 7 26 49 - 17 - - - - -

2|2558 805-172 ENGLISH FOR INTERNATIONAL * 48 45 8 7 5 11 8 4 2 2 - 1 - - - - -

66



PROGRAMME II*

2|2558 805-183 STATISTICS AND OPTIMIZATION,* INTRODUCTION TO* 191 168 9 13 22 36 25 39 24 6 - 17 - - - - -

2|2558 805-221 ENGLISH FOR INTERNATIONAL* PROGRAMME II* 8 8 - - - - 3 - 5 - - - - - - - -

2|2558 805-222 ENGLISH FOR ACADEMIC PURPOSES* 35 30 3 5 7 8 2 2 3 - - 5 - - - - -

2|2558 805-321 ENGLISH FOR BUSINESS* 17 17 3 3 6 3 2 - - - - - - - - - -

2|2558 805-322 ENGLISH FOR EFFECTIVE * COMMUNICATION* 56 49 2 4 6 9 9 13 6 6 - 1 - - - - -

2|2558 805-323 ENGLISH FOR PRESENTATIONS AND* MEETINGS* 12 10 6 2 2 - - - - - - 2 - - - - -

2|2558 805-422 ENGLISH THROUGH DRAMA* 32 32 2 7 17 5 1 - - - - - - - - - -

2|2558 806-111 INTERNATIONAL BUSINESS, * INTRODUCTION TO* 182 178 - 4 15 74 65 19 1 3 - 1 - - - - -

2|2558 806-122 CHINESE II* 101 88 24 7 9 13 15 2 18 11 - 2 - - - - - 2|2558 806-123 EASTERN CIVILIZATION* 157 150 20 9 19 16 33 40 13 7 - - - - - - - 2|2558 806-132 FUNDAMENTAL RUSSIAN II* 1 1 1 - - - - - - - - - - - - - - 2|2558 806-141 P.R. CHINA, INTRODUCTION TO* 74 74 35 15 7 12 2 3 - - - - - - - - -

67



2|2558 806-142 INFORMATION TECHNOLOGY FOR* INTERNATIONAL STUDIES* 90 82 20 15 16 16 4 7 4 2 - 6 - - - - -

2|2558 806-221 CHINESE III* 52 50 21 7 10 4 3 1 4 1 - 1 - - - - - 2|2558 806-223 CHINESE IV* 28 26 17 1 2 - 3 2 1 - - 2 - - - - - 2|2558 807-162 FUNDAMENTAL JAPANESE II* 1 - - - - - - - - 1 - - - - - - - 2|2558 807-211 CHINESE IV* 1 1 - - - - 1 - - - - - - - - - - 2|2558 807-212 CHINESE V* 106 102 38 10 8 10 11 15 10 3 - 1 - - - - -

2|2558 807-215 BUSINESS CHINESE CONVERSATION II* 99 97 34 25 13 13 3 5 4 2 - - - - - - -

2|2558 807-312 CHINESE VIII* 76 73 38 16 11 4 2 2 - 3 - - - - - - - 2|2558 807-313 BUSINESS CHINESE WRITING I* 78 73 15 11 20 12 8 4 3 5 - - - - - - - 2|2558 807-421 CHINESE FOR TOURISM* 12 11 5 4 2 - - - - - - 1 - - - - - 2|2558 808-121 INTRODUCTION TO P.R. CHINA* 16 16 5 4 7 - - - - - - - - - - - - 2|2558 808-201 SOCIAL PSYCHOLOGY* 3 3 2 - - - - 1 - - - - - - - - -

2|2558 808-301 INTERCULTURAL COMMUNICATION* 10 10 2 4 - - 2 1 1 - - - - - - - -

2|2558 808-303 INTRODUCTION TO TRANSLATION* 5 5 - - 1 1 2 - 1 - - - - - - - -

2|2558 808-311 INTERNATIONAL TRADE LAW* 81 81 31 17 14 12 1 4 2 - - - - - - - -

68



2|2558 808-324 THAI-CHINESE RELATIONS* 54 50 12 11 11 7 3 4 2 1 - 3 - - - - - 2|2558 808-401 INDEPENDENT STUDIES* 72 72 31 23 11 7 - - - - - - - - - - - 2|2558 809-102 STATISTICS* 9 9 - - 1 3 4 - 1 - - - - - - - - 2|2558 809-103 PRINCIPLES OF ECONOMICS* 73 68 10 8 9 10 8 13 10 5 - - - - - - - 2|2558 809-104 PRINCIPLES OF ACCOUNTING* 107 106 31 11 20 16 14 6 8 1 - - - - - - - 2|2558 809-112 CHINESE II* 1 1 - - - - 1 - - - - - - - - - - 2|2558 809-121 P.R. CHINA, INTRODUCTION TO* 3 3 1 1 - - 1 - - - - - - - - - - 2|2558 809-141 CHINESE MUSIC* 20 20 13 2 5 - - - - - - - - - - - - 2|2558 809-142 CHINESE CALLIGRAPHY* 28 28 13 7 7 1 - - - - - - - - - - - 2|2558 809-201 PRINCIPLES OF MARKETING* 3 3 - - - - 2 1 - - - - - - - - - 2|2558 809-202 BUSINESS FINANCE* 79 73 5 6 4 6 18 18 16 6 - - - - - - -

2|2558 809-203 HUMAN RESOURCES MANAGEMENT* 2 2 - - - - - 1 1 - - - - - - - -

2|2558 809-301 BUSINESS STRATEGIC MANAGEMENT* 33 33 8 - - 1 8 7 9 - - - - - - - -

2|2558 809-303 INTEGRATED MARKETING * COMMUNICATION* 72 72 1 4 4 12 18 20 13 - - - - - - - -

2|2558 815-121 EASTERN CIVILIZATION* 17 17 1 2 2 3 7 2 - - - - - - - - - 2|2558 817-204 HUMAN RESOURCES 1 1 - - - - - 1 - - - - - - - - -

69



MANAGEMENT*

2|2558 821-102 INTERNATIONAL CUISINE KNOWLEDGE* AND SKILLS* 2 2 - - - - - - - - - - - - - 2 -

70

Criterion 9

1. The physical resources to deliver the curriculum, including equipment, materials and information technology are sufficient.

2. Equipment is up-to-date, readily available and effectively deployed. 3. Learning resources are selected, filtered, and synchronised with the objectives of the

study programme. 4. A digital library is set up in keeping with progress in information and communication

technology. 5. Information technology systems are set up to meet the needs of staff and students. 6. The institution provides a highly accessible computer and network infrastructure that

enables the campus community to fully exploit information technology for teaching, research, services and administration.

7. Environmental, health and safety standards and access for people with special needs are defined and implemented.


AUN-QA Criterion 9-Checklist 9. Facilities and Infrastructure

Point 1 2 3 4 5 6 7

9.1 The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research [1]

9.2 The library and its resources are adequate and updated to support education and research [3,4]

9.3 The laboratories and equipment are adequate and updated to

AUN 9

Facilities and Infrastructure

71

AUN-QA Criterion 9-Checklist 9. Facilities and Infrastructure

Point 1 2 3 4 5 6 7

support education and research [1,2] 9.4 The IT facilities including e-learning infrastructure are adequate and updated to support education and research [1,5,6]

9.5 The standards for environment, health and safety; and access for people with special needs are defined and implemented [7]

Overall opinion

Working Performance according to AUN 9 Department of China studies has the contract with more than 10 universities in China, learning resources and facilities are provided to the students not only domestically but also internationally.

Working Performance Sources of Evidence 9.1 The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research There are up-to-date and enough facilities and equipment in Phuket campus. Phuket campus does not have computer laboratory but it has enough computers (average 3.08, SD=1.08) for information searching in the campus library. The campus provides effective internet network ( speed of internet connection average 2.67., SD=0.98) and (stability of network average 2.58., SD=0.79). All students in F.I.S. receive one personal computer to use in learning. The faculty also provides language labs and blue screen room.

9.1-01 Photos 9.1-02 www.building.phuket.psu.ac.th 9.1-03 Result of questionnaire on campus services

http://www.building.phuket.psu.ac.th/

72

Working Performance Sources of Evidence 9.2 The library and its resources are adequate and updated to support education and research The library and its resource are adequate and updated. According to the standard of libraries in higher education institution year 2001, the ratio of library resource per users are stated as follow: - 15 books: 1 student - 100 books: 1 lecturers The library at P.S.U. Phuket campus has resources as follow: - 16.7 books: 1 student - 386.47 books: 1 lectures

Besides, the library provides other online services such as online data base and online journals for research purpose.

9.2-01 Result of questionnaire on library services.

9.2-02 http://www.planning.psu.ac.th/documents/information/ftes/2558/FTES2558Report.xlsx

9.2-03 http://www.planning.psu.ac.th/index.php/information/27-info-staff

9.2-04 Email/memo to order books for library each year

9.3 The laboratories and equipment are adequate and updated to support education and research Although Phuket campus does not have computer laboratory, all students in F.I.S. receive one personal computer to use in learning. The faculty also provides language labs and blue screen room.

9.3-01 Photos of two computer rooms for FIS students.

9.4 The IT facilities including e-learning infrastructure are adequate and updated to support education and research P.S.U. provides free WI-FI to support learning activities. Each student has one own internet user I.D. to login to the university free WIFI system.

9.4-01 http://www.phuket.psu.ac.th/about.us/about_govdes.php

9.5 The standards for environment, health and safety; and access for people with special needs are defined and implemented P.S.U. Phuket has good environment, health and safety standard. There is security system, a clinic, and environmental management system in the campus.

9.1-01 Photos 9.5-01 www.phuket.psu.ac.th 9.5-02 Document from the

http://www.planning.psu.ac.th/documents/information/ftes/2558/FTES2558Report.xlsx



http://www.planning.psu.ac.th/index.php/information/27-info-staff

http://www.planning.psu.ac.th/index.php/information/27-info-staff

http://www.phuket.psu.ac.th/about.us/about_govdes.php

http://www.phuket.psu.ac.th/about.us/about_govdes.php

73

Working Performance Sources of Evidence All students have accident insurance. They can contact Student Affair section for reimbursement in case of accident.

Building and Facilities section 9.1-03 Satisfaction Questionnaire done by Phuket Campus for its services

74

Criterion 10 1. The curriculum is developed with inputs and feedback from academic staff, students,

alumni and stakeholders from industry, government and professional organisations. 2. The curriculum design and development process is established and it is periodically

reviewed and evaluated. Enhancements are made to improve its efficiency and effectiveness.

3. The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment to the expected learning outcomes.

4. Research output is used to enhance teaching and learning. 5. Quality of support services and facilities (at the library, laboratory, IT facility and

student services) is subject to evaluation and enhancement. 6. Feedback mechanisms to gather inputs and feedback from staff, students, alumni

and employers are systematic and subjected to evaluation and enhancement. Self-Assessment Result

AUN-QA Criterion 10-Checklist 10.Quality Enhancement

Point 1 2 3 4 5 6 7

10.1Stakeholders’needs and feedback serve as input to curriculum design and development [1]

10.2 The curriculum design and development process is established and subjected to evaluation and enhancement [2]

10.3 The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment [3]

AUN 10 Quality Enhancement

75

AUN-QA Criterion 10-Checklist 10.Quality Enhancement

Point 1 2 3 4 5 6 7

10.4 Research output is used to enhance teaching and learning [4]

10.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement [5]

10.6 The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement [6]

Overall opinion


Working Performance Sources of Evidence 10.1Stakeholders’needs and feedback serve as input to curriculum design and development In the process of curriculum design and development, the curriculum management team always take the stakeholders’ needs and feedback as the basis of curriculum design and development. The following practice was applied in the curriculum designing and developing process: Every year, we ask the students and teachers (both within our faculty and those from the partner universities), as well as other stakeholders include the alumni and employers of our graduates, to participate in the survey of curriculum satisfaction, and the survey of satisfaction towards the quality of our graduates. The feedback from the stakeholders were used as a guideline in curriculum development process. In addition, we also try to make our curriculum stay up-to-date by measuring the changing in the needs of labor market, and conduct a survey of our graduates’ job acquiring every year.

10.1-01 Curriculum

76

Working Performance Sources of Evidence 10.2 The curriculum design and development process is established and subjected to evaluation and enhancement We have a clear procedure in curriculum design and development. There is a curriculum management committee, which is composed of the teaching staff and the associate dean for academic affairs as the team leader. In the curriculum designing process, this curriculum management committee, together with the teaching staff who were responsible for the courses in the curriculum, will analyze and improve the curriculum together. The process includes designing the teaching plan, evaluating and approving all the courses in the curriculum. The curriculum satisfaction is then collected from the students, alumni, teachers (as well as the teachers working in the partner universities in China) and the stakeholders to gather ideas, problems and suggestions for the curriculum. In addition, the benchmarking method is applied in the curriculum designing and developing process, the curriculum management committee will start by analyzing the structure of the existing curriculum, while selecting some successful curriculums from various universities (both domestic and international) as the benchmark, to modify and improve the curriculum, as well as to add or remove some courses, with the aims to create the new curriculum that is up-to-date, and meets the needs of the labor market. If possible, the committee will try to differentiate the new curriculum from the original ones, so that the new curriculum will have its own competitive advantage

10.1-01 Our curriculum (draft#1, draft#2, …)

10.3 The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment In order to guarantee the quality of the teaching and learning processes, we require our teaching staff to submit TQF3 and TQF5 to the curriculum president and the associate dean for

10.3-01 Website: http://tqf.phuket.psu.ac.th;

77

Working Performance Sources of Evidence academic affairs at the beginning and the end of every semester. In TQF3, the teachers must specify the course objectives, course requirement, course outline (in details), the grading criteria, as well as the expected learning outcomes. While in TQF5, the teachers have to make an evaluation of the course, identify the problems and provide the guideline for improvement for the course. The TQF3 must be approved by the curriculum president and the associate dean for academic affairs at least 30 days prior to the beginning of the semester, and the TQF5 must also be approved within 30 days after the end of the semester. In addition, we also ask our students to participate in the courses evaluation at the end of every semester, the students can participate in the teaching assessment, the course assessment and also the student self-assessment of every subject they take during the semester. In order to guarantee the quality of the teaching and learning processes, the result of the evaluation from the students should be above 3.5 out of 5 in each criteria. However, the processes of approving TQF3 and TQF5 are rather complicated and time consuming, since there are a lot of subjects offered each semester, the person involved in the process of approving the TQF3 and TQF5 must spend a lot of time reviewing and sending feedback back to the teachers, especially when there are a lot of subjects waiting to be approved at the same time. In addition, the students evaluation process is not very effective, since we ask the students to participate voluntarily, so some students may not consider this process “important” (not participate/ inattentively evaluate/ bias evaluate), although we encourage the teachers to provide the students some marks for participating in the evaluation (1-2 points), this approach seem to be not very effective.

10.3-02 http://eval.phuket.psu.ac.th/th.

10.4 Research output is used to enhance teaching and learning We encourage our teachers to integrate the research outputs into their teaching contents, however, the process of integrating

10.4-01 Learners’ Satisfaction towards

78

Working Performance Sources of Evidence research outputs with the teaching and learning process is not systematically implemented, since this process is implemented voluntarily by the teachers: The teachers are given full authority over the designing of the teaching contents, some teachers are attempting to integrate the research outputs to the contents, while some teachers still stick with the content from the textbooks.

Learning Chinese Language in China is applied in Jiangxi University of Science and Technology

10.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement No systematic evaluation process was implemented. However, the IT staff and library staff will e-mail to all the teachers every year to ask them whether or not the teachers want the IT staff to help installing some software to the computers, while the library staff also e-mail to ask the teachers about the books they want the library to buy and keep in the library.

10.5-01 E-mail from the IT staff and library staff.

10.6 The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement In each academic year, the faculty will conduct a satisfaction survey to ask employers of our graduates about their satisfaction towards the quality of our graduates. The satisfaction criteria include 6aspects: 1.General academic knowledge; 2.Professional competency; 3. General knowledge about the jobs in the company; 4. General knowledge about the responsible tasks; 5. The specific knowledge about the jobs; 6. The self-learning ability. The data of the satisfaction towards our graduates will be used in the process of developing the curriculum in the future.

10.6-01 Website: http://www.planning.psu.ac.th/index.php/information/32-tqf-job

79

Criterion 11 1. The quality of the graduates (such as pass rates, dropout rates, average time to

graduate, employability, etc.) is established, monitored and benchmarked; and the programme should achieve the expected learning outcomes and satisfy the needs of the stakeholders.

2. Research activities carried out by students are established, monitored and benchmarked; and they should meet the needs of the stakeholders.

3. Satisfaction levels of staff, students, alumni, employers, etc. are established, monitored and benchmarked; and that they are satisfied with the quality of the programme and its graduates.


AUN-QA Criterion 11-Checklist 11. Output

Point 1 2 3 4 5 6 7

11.1 The pass rates and dropout rates are established, monitored and benchmarked for improvement [1]

11.2 The average time to graduate is established, monitored and benchmarked for improvement [1]

11.3 Employability of graduates is established, monitored and benchmarked for improvement [1]

11.4 The types and quantity of research activities by students are established, monitored and benchmarked for improvement [2]

11.5 The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement [3]

Overall opinion

AUN 11

Output

80

Working Performance according to AUN 11 Working Performance Sources of Evidence

11.1 The pass rates and dropout rates are established, monitored and benchmarked for improvement The registration office will be responsible for monitoring the pass rates and dropout rates of the students in each semester, as well as the results of their study and the statistic of withdrawal and resignation. The faculty board of academic affairs will use this data to discuss with the team of teaching staff and student consultants, for the improvement of the course in the future.

11.1-01 http://web52.phuket.psu.ac.th/registra/information_data.php

11.2 The average time to graduate is established, monitored and benchmarked for improvement The registration office will be responsible for collecting the statistic of students’ graduation every semester. The report can be found in the website of the registration office, and this data will be considered by the board of academic affairs, to monitor the retention rates.

11.1-01 http://web52.phuket.psu.ac.th/registra/information_data.php

11.3 Employability of graduates is established, monitored and benchmarked for improvement The planning and development office is responsible for collecting the information about the employability of graduates. The annual report can be found in the website of the planning and development office. This data will be used as the basis for developing the curriculum in the future.

11.3-01 http://www.planning.psu. ac.th/index.php/information; https://job.psu.ac.th

11.4 The types and quantity of research activities by students are established, monitored and benchmarked for improvement We have some courses that focus and encourage our students to conduct the research in the curriculum, for example, Independent Studies course, Co-curricular course, Seminar course. In the Independent studies course, the responsible teacher will set up a team of advisors for monitoring the research of our students, while the students are divided into several groups, and are required to conduct the research in accordance with the

11.4-01 TQF3 and TQF5 of the courses that encourage students to conduct research; The course description of these subjects in the curriculum.

81

Working Performance Sources of Evidence provided time-line, for example, submit the proposal, consult with the advisor, present the research result. However, due to the limitation of the time, the students are required to select some small research topics to study. In addition, due to the increasing number of our students each year, the ratio of the advisor to the number of students has become unbalanced. 11.5 The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement The planning and development office is responsible for collecting the information about the satisfaction levels of stakeholders towards our graduates. The annual report can be found in the website of the planning and development office. This data will be used as the basis for developing the curriculum in the future.

10.6-01 http://www.planning.psu.a. th/index.php/information/32-tqf-job

Table 3.11: Pass Rates and Dropout Rates

Academic Year

Cohort Size

% completed first degree in

% dropout during

3.5 Years

4 Years

>4 Years

1st Year

2nd Year

3rd

Year 4th Years &

Beyond

2015 203 - - - 15 - - - 2014 141 - - - - - - - 2013 101 - - - - - - - 2012 88 63 - - 13 10 1 - 2011 81 51 - - 15 9 - -

82

Chapter 4 Strengths, Weakness, and Development Plan

1. An interdisciplinary study and aspires to cultivate learners of having language proficiency

as well as having ability to integrate knowledge in business, economics, politics, and cultures.

2. Encourages learners with an inquisitive mind to develop their professional skills and practice of ethics code in their life.

3. Graduates have advantages in the labor market. 4. Allows graduated students to follow their graduate school in China and English speaking

countries. 5. Market demand for Chinese speaking labors are very high, especially in Phuket. 6. New Customers prepared by International Schools in Andaman Provinces 7. Good connection with Chinese universities. 8. Master degree in Chinese Studies is provide in the faculty.

Weakness

1. Multilingual and Multicultural Environment inside the Faculty of International Studies 2. Research margin 3. International Students 4. Ph.Ds and lecturers with academic titles

Development Plan

1. Recruits Chinese students for bachelor degree 2. Organizes international conferences in collaboration with China and ASEAN universities 3. Reinforcing the social engagement between the faculty and local communities

83

Chapter 5 Common Data Set

No. Data Sets Topics Results 1

Num

ber o

f St

uden

ts Number of students 396

2 - Number of students – Bachelor’s Degree 396 4 - Number of students – Master’s Degree - 6 - Number of students – Doctoral Degree - 7

Num

ber o

f lec

ture

rs by

aca

dem

ic po

sitio

ns a

nd d

egre

es (2

0)

Number of lecturers both working and on study leave 5

8 - Number of lecturers both working and on study leave - Bachelor’s Degree or equivalents

-

9 - Number of lecturers both working and on study leave - Master’s Degree or equivalents

4

10 - Number of lecturers both working and on study leave - Doctoral Degree or equivalents

1

11 Number of lecturers with academic title - Lecturer 5

12 - Number of lecturers without academic title - Bachelor’s Degree or equivalents

-

13 - Number of lecturers without academic title - Master’s Degree or equivalents

4

14 - Number of lecturers without academic title - Doctoral Degree or equivalents

1

15 Number of lecturers with academic title – Assistant Professor -

16 - Number of lecturers with Assistant Professor academic title – Bachelor’s Degree or equivalents

-

17 - Number of lecturers with Assistant Professor academic title – Master’s Degree or equivalents

-

18 - Number of lecturers with Assistant Professor academic title – Doctoral Degree or equivalents

-

19 Number of lecturers with academic title – Associate Professor -

20 - Number of lecturers with Associate Professor academic title – -

84

No. Data Sets Topics Results Bachelor’s Degree or equivalents

21 - Number of lecturers with Associate Professor academic title – Master’s Degree or equivalents

-

22 - Number of lecturers with Associate Professor academic title – Doctoral Degree or equivalents

-

23 Number of lecturers with academic title – Professor -

24 - Number of lecturers with Professor academic title – Bachelor’s Degree or equivalents

-

25 - Number of lecturers with Professor academic title – Master’s Degree or equivalents

-

26 - Number of lecturers with Professor academic title – Doctoral Degree or equivalents

-

27

Curri

culu

m L

ectu

rers’

Qu

alific

ation

s (12

)

Number of curriculum lecturers with Doctoral Degree 1 28 - Bachelor’s Degree - 30 - Master’s Degree - 32 - Doctoral Degree 1 33 Number of curriculum lecturers with academic position - 34 - Bachelor’s Degree - 36 - Master’s Degree - 38 - Doctoral Degree - 39

Curri

culu

m L

ectu

rers’

Aca

dem

ic wo

rk (2

0) Number of academic contributions by curriculum lecturers 2

40 - Research papers or complete academic papers published in a report following a national academic seminar

-

41

- Research papers or complete academic papers published in a report following an international academic seminars, or in National academic journals that are not in the database, as announced by OCSC, or Methodist Board of Higher Education on criteria for academic journals published in the academic year 2556, but the institute presented it to the council to announce it publicly and inform the OCSC/Board of Education within 30 days of the announcement

2

85

No. Data Sets Topics Results 42 - Works that have been registered patent -

43 - Research papers or articles published in journals listed in the TCI database; group 2

-

44

- Research papers or articles published in international journals that are not in the database announced by the OCSC or Methodist Board of Higher Education on criteria for academic journals published in the academic year 2556, but the institute presented it to the council to announce publicly and inform the OCSC/Board of Education within 30 days of the announcement (not on Beall’s list), or published in journals listed in the TCI database; group 1

-

45

- Research papers or articles published in international journals that are in the database announced by the OCSC or Methodist Board of Higher Education on criteria for academic journals published in the academic year 2556

-

46 - Works that have been registered patent -

47 - Research that served society to qualify for application of an academic position

-

48 - Research that has been asked to be conducted by agencies or national organizations

-

49 - The discovery of plant and animal species that have been registered

-

50 -Textbooks, books, or translations that are qualified to apply for an academic position

-

51 - Textbooks, books, or translations that are qualify for application for an academic position but have not been evaluated for an academic position

-

52 - The number of jobs which are publicized in any way -

53 - The number of creative works that have been published in the Institute.

-

54 - The number of creative works that have been published -

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No. Data Sets Topics Results nationally

55 - The number of creative works that have been published internationally

-

56 - The number of creative works have been published in Asia -

57 - The number of creative works have been published internationally

-

58 - The number of articles from PhD curriculum lecturers that have been referred to in the Scopus database, TCI, and the course instructors

-

59

Empl

oyab

ility

(11)

Total number of bachelor graduates 97

60 Total number of bachelor graduates that respond to the questionnaire and have a job within one year after graduation

83

61 The number of bachelor graduates that are employed within one year after graduation (excluding the self-employed)

61

62 Total number of bachelor graduates that are self-employed 7

63 The number of bachelor graduates that are employed before university entry

-

64 The number of bachelor graduates that are business owners -

65 The number of bachelor graduates that continue to a Master’s program

1

66 The number of bachelor graduates that are ordained - 67 The number of bachelor graduates that enlist - 68 Graduates’ salary or monthly income (average) 22,326.87

69 The scores of employer satisfaction with graduates according to TQF (5 points)

3.92

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