Executive Summary
The Bachelor of Business Administration (BBA) programme at St Teresa International University was established in 2001 as an international programme under the Faculty of Business Administration. Over more than two decades, the programme has evolved to offer three distinct specialisations – International Business, Logistics Management, and Tourism & Hotel Management, each designed in response to the demands of a rapidly changing global economy and the strategic priorities of Thailand’s national development agenda.
A comprehensive curriculum revision was undertaken in 2020 to align the programme with the Thai Qualifications Framework for Higher Education (TQF-HEd) and AUN-QA standards, establishing a structured set of Programme Learning Outcomes (PLOs) and strengthening constructive alignment across teaching, learning, and assessment activities. Building on this foundation, a further revised curriculum (B.E. 2568) was formally approved by the Faculty of Business Administration and registered with the Office of the Higher Education Commission (สป.อว.) in May 2025. This latest revision introduces 13 Programme Learning Outcomes (PLOs) spanning four domains — Knowledge, Skills, Ethics, and Character — reflecting both Thailand’s Higher Education Standards B.E. 2565 (2022) and the university’s institutional mission to develop graduates recognised at national and international levels.
The BBA programme’s mission derives directly from the university’s broader strategic objectives: to produce graduates with high academic achievement and English-language proficiency; to foster research and academic output of national and international standing; to support professional development across education, health, and language competency; to preserve Thai and global cultural heritage; and to uphold standards of administrative excellence. These objectives are operationalised through the programme’s curriculum design, pedagogical approaches, assessment strategies, and student support systems, all of which are documented and evaluated in this Self-Assessment Report.
As of the 2025–2026 academic year, the BBA programme enrols approximately 80 students distributed across its three specialisations. The programme maintains active partnerships with more than various industry organisations, facilitating structured internships and applied learning projects that bridge classroom theory with professional practice. Faculty development has been an ongoing priority, with academic staff participating in workshops on constructive alignment, outcome-based education, assessment design, and TQF-HEd compliance. Continued investment in library resources, computer laboratories, and online learning platforms has further strengthened the quality of the learning environment.
Regular faculty–industry forums, conducted annually, have informed ongoing curriculum adjustments to ensure course content remains current and responsive to industry trends without requiring wholesale restructuring. Internship partnerships continue to provide students with meaningful, industry-based experiences that reinforce programme learning outcomes and enhance graduate employability across all three specialisation tracks.
Key findings from this Self-Assessment Report indicate that the programme’s PLOs are broadly being met across all domains. Results from the 2024 Employer Satisfaction Survey show graduates consistently achieving “Very Good” ratings (mean score > 4.0/5.0), with particular strength in the areas of Numerical & Information Technology Skills and professional ethics. These findings are corroborated by internship supervisor evaluations, in which students were rated above 4.2/5.0 for technology application and professional conduct. Internal academic monitoring data further confirm that over 95% of students maintain a semester GPA of 2.0 or above, and core course pass rates exceed 90%, reflecting sound academic performance across the programme.
Nonetheless, this SAR identifies areas requiring continued attention. English-language proficiency remains a development priority, as reflected in comparatively lower employer ratings for communication skills in certain graduate cohorts. In response, the programme has introduced targeted interventions including TOEIC preparation sessions, professional communication seminars, and enhanced English-medium instruction in core courses. The 2025 curriculum revision further reinforces English-language development by embedding communication competencies explicitly within the PLO framework.
Overall, this SAR affirms that the BBA programme at St Teresa International University fulfils its mission of producing competent, ethically grounded, and industry-ready graduates. The programme’s commitment to data-driven decision-making, continuous stakeholder engagement, and periodic curriculum realignment – most recently demonstrated through the 2025 curriculum revision – positions it well to remain responsive to both national higher education standards and evolving global business practices. The following sections of this report present detailed evidence and analysis across each of the AUN-QA Version 4.0 criteria, providing a comprehensive account of programme quality and areas identified for ongoing enhancement.