Criterion 6 – Student Support Services
Criterion
Requirements
Quality level assessment
Result
6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.
Operational Result
The BBA programme’s admission criteria are explicitly defined and publicly available. Applicants must hold a Grade 12 completion certificate or equivalent qualifications; acceptable certificates include a high school transcript and graduation diploma.
For international credentials, the programme recognizes IGCSE/GCE O-Level diplomas with at least 5 subjects and GCE A-Level or AS-Level diplomas with at least 3 subjects (a total of 8 subjects, each with a grade of C or higher, without repeating subjects at the same level).
GED applicants must present a GED transcript and diploma with scores no less than 145 in each of four subjects and a cumulative score of at least 580. IB diploma holders must have at least five subjects with grades of 4. Graduates from Australia must submit a Certificate of Education and a statement of results as issued under the Australian Qualifications Framework. Other equivalent certificates or diplomas authorized by the Ministry of Education are also accepted.
Additionally, all applicants must demonstrate English language proficiency either by achieving a minimum score on the university’s internal placement test or by presenting an internationally recognized certificate (e.g., TOEFL or IELTS).
The admission procedures are clearly laid out and consistently applied. Prospective students complete an online application, uploading all required documents, such as but not limited to official transcripts, standardized test results, proof of English proficiency, and a completed application form, by the published deadline. Once applications are reviewed, qualifying candidates receive an email invitation to a personal interview with the Admissions Committee, during which their motivation, communication skills, and alignment with the BBA’s objectives are assessed. Final offers are issued in writing and may include conditions (such as outstanding documentation or placement-test requirements) that must be satisfied before registration. Applicants who wish to appeal an admission decision must submit a formal written request within seven calendar days of receiving the decision; appeal outcomes, accompanied by explanations, are then communicated in writing.
All criteria, procedures, and timelines are communicated through multiple channels to ensure transparency. The Programme Handbook and the Faculty’s website contain detailed Admission Guidelines, listing qualifications, required documents, and application steps, while printed brochures summarize key points. During orientation sessions and enrollment fairs, admissions staff explain the criteria and procedures to prospective students and their families. Admissions updates such as changes to minimum scores or document requirements are reflected immediately on the website, in email bulletins to applicant pools, and in information sessions held each semester.
To keep these policies current, the Admissions Office conducts an annual review of applicant data, enrollment trends, and feedback from admitted students. Proposed revisions, such as adjusting subject-score thresholds or updating recognized qualifications, are presented to the Faculty Admissions Committee for approval. Once endorsed, changes are incorporated into all published materials. By documenting the intake policy in accessible resources, continually informing stakeholders, and systematically reviewing outcomes, the BBA programme ensures its admission criteria and procedures remain clear, up to date, and aligned with both institutional goals and national standards.
Evidence
| ID_Evidence | Name_Evidence |
| 6.1.1 | Program Brochure |
| 6.1.2 | Program and University website |
| 6.1.3 | Admission system and mechanism |
| 6.1.4 | Admission Guidelines |
| 6.1.5 | Students’ Admission at TRSU |
| 6.1.6 | Lecturer’s Support for Admission |
| 6.1.7 | International Marketing |
| 6.1.8 | School Marketing |
| 6.1.9 | BBA Advertisement |
| 6.1.10 | Social Media Advertisement |
| 6.1.11 | Testimonials from the graduates |
| 6.1.12 | Assistance to the Foreign Students |
| 6.1.13 | MIS Enrollment |
| 6.1.14 | Highest TOEIC Scores Advertisement |
6.2 Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service.
Operational Result
Performance
The Bachelor of Business Administration Program has developed a structured, systematic approach to provide both short- and long-term academic and non-academic support services to students. The following table summarizes the program’s planning, implementation responsibilities, and monitoring mechanisms, demonstrating how services align with students’ evolving needs and support their learning, research, and overall development.
| Support Area | Short-Term Plan (Semester-Level) | Long-Term Plan (Annual / Multi-Year) | Implementation / Responsibility | Monitoring & Evaluation |
| Learning & Teaching Support | Orientation sessions, course registration, add-drop procedures, midterms/finals, Intensive English Program, Mini-seminars (Exam Strategy) | Development of additional workshops, continuous improvement of teaching methods, enhancement of learning spaces | Faculty personnel, Program Coordinators | Student feedback, surveys, academic performance metrics |
| Research Facilities | Access to library books and materials, small conference rooms | Expansion of library resources, integration of research tools, faculty-student research collaboration | Library staff, Faculty | Usage statistics, student satisfaction surveys |
| Classroom & Learning Facilities | Allocation of classrooms and labs, use of smart classrooms, projectors, visualizers | Upgrading ICT infrastructure, projection equipment, air conditioning, and multimedia tools | IT & Facilities Team | Facility audits, maintenance reports, student feedback |
| Online Support | Learning Management System (LMS) updates, Online Gamifications, Google Classroom support | Development of new digital learning tools and platforms | IT & Faculty | Platform analytics, student engagement tracking |
| Non-Academic / Campus Amenities | Sports events, dormitories, food services, ATM access | Long-term planning of extracurricular programs, infrastructure improvement, campus facilities enhancement | Office of Student Affairs | Participation rates, satisfaction surveys |
| Extracurricular Activities | Short-term workshops, leadership events, social activities | Annual programs for intercultural competence, leadership, and student adaptation | Office of Student Affairs, Faculty | Attendance, skill development assessment, student feedback |
| Community Service and Student Development | Participation in outreach activities, volunteer work, student development activities, and community-related projects | Development of sustained community engagement programs and partnerships that strengthen students’ social responsibility and leadership | Office of Student Affairs, Faculty, Program Coordinators | Participation records, student reflections, activity reports, and feedback from stakeholders |
This table demonstrates that the program’s student support services are carefully planned with defined semester-level and annual/multi-year timeframes, systematically implemented, and continuously monitored to meet both short-term and long-term student needs. By integrating academic, non-academic, research, community service, and student development support with evaluation and feedback mechanisms, the program maintains the sufficiency and quality of support services for teaching, research, community service, and holistic student development.
Evidence
| ID_Evidence | Name_Evidence |
| 6.2.1 | General orientation |
| 6.2.2 | Exam strategy |
| 6.2.3 | Summer Intensive English Program |
| 6.2.4 | Dorm Night |
| 6.2.5 | Fitness and Sports Area |
| 6.2.6 | Library Conference |
| 6.2.7 | Computer rooms |
| 6.2.8 | Classroom with equipment |
| 6.2.9 | Wifi connection |
| 6.2.10 | Moodle for TOEIC Practices |
| 6.2.11 | Google Classroom |
| 6.2.12 | Online Gamifications |
| 6.2.13 | ATM |
| 6.2.14 | Duckboats |
| 6.2.15 | Faculty and Staff Development Plan |
| 6.2.16 | IB/LG Mock Room |
| 6.2.17 | Digital Library Link |
| 6.2.18 | Digital School Tour |
| 6.2.19 | Library Facilities |
| 6.2.20 | Management Information System |
6.3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary.
Operational Result
Performance
The Bachelor of Business Administration Program, in accordance with institutional guidelines, ensures that student support services are regularly evaluated, benchmarked, and enhanced to maintain their quality, sufficiency, accessibility, and relevance to student needs. These support services include academic support, information technology facilities, laboratories, library resources, student welfare services, campus amenities, safety services, and other facilities that support teaching, learning, research, and student development.
The program, in coordination with the Student Affairs Office and other concerned university offices, evaluates the quality of student support services through satisfaction surveys, quality assessments, student feedback, facility monitoring, and service review mechanisms. Students are given opportunities to assess the services and conveniences provided by the university, including information technology facilities, laboratories, learning spaces, food services, campus safety, and other student support facilities. The results of these evaluations are used to identify strengths, concerns, and areas for improvement.
The program conducts orientation sessions for new students to provide information on the BBA study plan, course registration procedures, add-drop procedures, academic rules and regulations, internship requirements, research requirements, and program completion requirements. Through these orientation activities, students are guided in planning their studies effectively and completing the program within the expected period.
The program also utilizes the institutional MIS to systematically record and monitor students’ academic activities, grades, GPA, registered credits, completed credits, remaining credits, failed courses, and required credits for program completion. This allows the Head of Program, academic advisers, and concerned lecturers to track student progress, monitor academic workload, identify students at risk, and provide appropriate feedback and corrective actions.
Assessment and Monitoring Mechanisms
| Monitoring Mechanism | Description | Feedback / Corrective Action |
| Semestral Evaluation | The program conducts semestral evaluation to track students’ academic progress, grades, GPA, and overall academic performance. Students with a GPA below 2.00 or with failed remarks are required to consult the Head of Program before viewing their grades in the MIS. | Students are advised on academic concerns, study plan adjustment, retaking failed courses, attendance monitoring, and strategies to improve academic performance. |
| Advisory Program | Academic advisers assist students in goal setting, academic planning, course selection, personal growth, career development, and clarification of academic and institutional policies. | Advisers provide consultation, monitor student progress, identify academic and personal concerns, and refer students to appropriate support services when needed. |
| Student Workload Monitoring | The program monitors students’ registered credits, completed credits, remaining credits, course load, internship requirements, and research requirements through the MIS and advising system. | Students who have excessive workload, delayed progress, or difficulty completing requirements are advised to adjust their study plan or seek academic support. |
| Internship Preparation / Pre-Cooperative Education | Students are provided with training and seminars before internship to prepare them for workplace expectations, professional behavior, communication, and field experience requirements. | Students receive feedback on readiness for internship and are guided on areas for improvement before deployment. |
| Post-Internship Conference | The program conducts a post-internship conference where graduating students reflect on their internship performance and share experiences from their workplace training. | Faculty members provide feedback and seminars to help students improve their professional readiness, workplace skills, and future career preparation. |
| Research Supervision | The program assigns a senior lecturer to handle research courses, with other lecturers serving as co-advisers to guide students in the research process. | Students receive consultation on research topics, proposal development, data gathering, analysis, writing, and completion of research outputs. |
| Monitoring of Student Progress | The program monitors students’ academic records, grades, registered credits, remaining credits, failed subjects, and completion requirements through the institutional system. | Advisers and the Head of Program identify students needing assistance and provide feedback, academic consultation, and corrective actions when necessary. |
Students who obtain a GPA below 2.00, receive a failed grade, show poor academic progress, or encounter difficulty in completing course requirements are required to consult with the Head of Program or academic adviser. Corrective actions may include academic advising, review of the study plan, adjustment of course load, retaking failed courses, monitoring of attendance and performance, referral to appropriate student support services, and follow-up consultation.
Through the advisory program, students are supported in both academic and personal concerns. Academic advisers provide guidance on goal setting, academic progress, course selection, institutional policies, career development, and personal growth. This ensures that students receive continuous support throughout their studies.
For internship and research, the program provides additional monitoring mechanisms. In internship preparation or pre-cooperative education, students undergo training and seminars to strengthen their readiness for real-world work environments. After the internship, students participate in a post-internship conference where they reflect on their experiences and receive feedback from faculty. In research courses, a senior lecturer and co-advisers guide students in completing their research requirements, ensuring that progress is regularly monitored and difficulties are addressed.
Overall Result
The Bachelor of Business Administration Program systematically monitors student progress, academic performance, and academic workload through orientation, MIS records, semestral evaluation, academic advising, internship preparation, post-internship conference, research supervision, and progress monitoring. Student grades, GPA, registered credits, completed credits, remaining credits, failed courses, and program completion requirements are recorded and reviewed to identify students who may need academic support. Feedback and corrective actions are provided through consultation, advising, study plan adjustment, course retaking, workload monitoring, referral to support services, and follow-up activities. These mechanisms help ensure that students are guided toward successful academic progression and timely program completion.
Evidence
| ID_Evidence | Name_Evidence |
| 6.3-1 | General Orientation |
| 6.3.2 | Post-Internship Seminar |
| 6.3.3 | Academic Advising, Schedule, and Report |
| 6.3.4 | Pre-Cooperative Education Mini-seminar |
| 6.3.5 | Research outputs |
| 6.3.6 | Management Information System |
| 6.3.7 | Course structure and study plan |
| 6.3.8 | Student Profile |
| 6.3.9 | Assessment and Grading Records |
| 6.3.10 | Feedback to Students |
| 6.3.11 | Graduates and Completion Rates |
6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.
Operational Result
Performance
The Bachelor of Business Administration program supports students’ learning and development through a range of activities. These activities not only support students’ academic endeavors but also help them overcome challenges outside the classroom. The following were the activities conducted by the program:
| Co-curriculum Activities | Improvement of Learning Experience/Employability |
| 1.. Midterm Exam Preparation Workshop | Supporting first-year students in developing effective test-taking strategies to excel in their midterm exams. |
| 2. Weekly Dorm Social Nights | Fostering a sense of community and camaraderie among students helps them adjust to college life. |
| 3. Summer English Festival | Hosting an English Festival to demonstrate and celebrate the language skills of students. |
| 4. Post-Internship Reflection Session | Providing a platform for students to reflect on their internship experiences and facilitating their professional development journey. |
| 5. Educational Study Tours | Offering students real-life, hands-on learning experiences through study tours to enhance their understanding of various subjects. |
| 6. English Proficiency Assessment (TOEIC Exams): | Administering TOEIC exams to assess students’ English proficiency levels, enabling targeted language development efforts. The TOIEC Practice schedule develops students’ English proficiency and equips them with test-taking skills in preparation for the real TOEIC. |
| 7. Research Seminar on Zotero Referencing: | Offering students a comprehensive learning experience on referencing using Zotero, enhancing their research skills and academic proficiency. |
| 8. Resume Writing and Interview Skills Workshop | Equipping students with essential career-preparation skills boosts their confidence in securing employment. |
Extracurricular Activities conducted by the program.
- Goodbye, Senior: Honoring outgoing graduating students with a farewell event to commemorate their achievements and facilitate networking.
- Wai Khru Ceremony: Promoting Thai culture and traditions by organizing the Wai Khru ceremony to instill respect and gratitude among students.
- Songkran Celebration: Marking the Thai New Year festival with a vibrant celebration to immerse students in Thai culture and customs.
- Loy Krathong Festival Observance: Showcasing one of Thailand’s most cherished festivals, providing students with a memorable cultural experience.
- Promotional Events: Assisting in marketing efforts and promoting school programs through engaging promotional activities.
- International Day Celebration: Raising awareness of global cultures and perspectives, fostering cross-cultural communication, and promoting personal growth among students.
- Sports Day. Organizing Sports Day to showcase students’ athletic abilities and promote teamwork and sportsmanship.
Dr. Juan Rodrigo B. Del Villar spearheaded the Student Development Program for BBA students, focusing on three main objectives:
1. Improving English language proficiency.
2. Enhancing academic performance.
3. Increasing TOEIC scores.
As a result of persistent support and constant follow-up on students’ academic progress, the program boasts a higher graduation rate and a low dropout rate. Furthermore, BBA students report high satisfaction with their English proficiency, as reflected in the satisfaction surveys. Notably, two of the highest TOEIC scorers come from the Tourism and Hotel Program. All these factors have significantly contributed to the high employability rate of BBA graduates.
Evidence
| ID_Evidence | Name_Evidence |
| 6.4.1 | Resume Writing and Job Interview |
| 6.4.2 | International Day |
| 6.4.3 | Research Seminar and Activities in Zotero |
| 6.4.4 | Loy Krathong |
| 6.4.5 | Songkran |
| 6.4.6 | Wai Khru |
| 6.4.7 | TOEIC Score |
| 6.4.8 | Students’ External Activities / Active Participation 1. Ms. Jira 2. Ms. Nattawalun |
| 6.4.9 | Study Tour |
| 6.4.10 | Post-internship Seminar |
| 6.4.11 | Sports Day |
| 6.4.12 | Summer English Festival |
| 6.4.13 | Dorm Nights |
| 6.4.14 | Exam Strategy |
| 6.4.15 | Moral and Ethics |
| 6.4.16 | Teambuilding Activities |
| 6.4.17 | Students’ Learning Experience |
| 6.4.18 | Student Development Program |
| 6.4.19 | Employment Status of BBA Graduates |
6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.
Operational Result
Performance
- Undergraduate staff support activities related to the BBA Program management, such as program development and improvement, student admission, course specification, affiliation, registration, and graduation.
- Student development staff support activities related to instilling students’ identities, facilitating and monitoring extracurricular transcripts, and supporting student activities.
- Educational technology staff support for educational materials, classrooms, facilities, and synchronous and asynchronous online teaching and learning.
- Information and communication technology staff support the development of WiFi, websites, databases, and infrastructure.
- Library staff support the services of books, journals, learning materials, databases for searching, and reading rooms, and develop innovations for service improvement.
- Nursing Learning Resources Center staff support and take care of the nursing laboratory with the required equipment for nursing practices, and set up the simulation laboratory.
| Support Staff | Highest Educational Attainment | Total | |||
| High School | College | Masters | Doctoral | ||
| Wannarasmi Chanthakut (Head, Academic Affairs) | * | ||||
| Ms.Kamollanate Kullatumpaiboon (Head, Student Loan Office) | * | ||||
| Mr.Prasong Pansri (Head, Information Technology Office) | * | ||||
| Ms.Paewpan Tonaphalin (Head, Library) | * | ||||
| Mr.Phuripattara Patta (Head, )Student Affairs) | * | ||||
Evidence
| ID_Evidence | Name_Evidence |
| 6.5.1 | Credentials of support staff |
| 6.5.2 | Support Staff Job Description and Contract |
| 6.5.3 | Satisfaction of Students |
| 6.5.4 | Staff Development Plan |
| 6.5.5 | Student Support Satisfaction |
| 6.5.6 | Benchmarking and Continuous Improvement on Student Support Services |
6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.
Operational Result
Performance:
The Bachelor of Business Administration Program, in accordance with institutional guidelines, ensures that student support services are regularly evaluated, benchmarked, and enhanced to maintain their quality, sufficiency, accessibility, and relevance to student needs. These support services include academic support, information technology facilities, laboratories, library resources, student welfare services, campus amenities, safety services, and other facilities that support teaching, learning, research, and student development.
The program, in coordination with the Student Affairs Office and other concerned university offices, evaluates the quality of student support services through satisfaction surveys, quality assessments, student feedback, facility monitoring, and service review mechanisms. Students are given opportunities to assess the services and conveniences provided by the university, including information technology facilities, laboratories, learning spaces, food services, campus safety, and other student support facilities. The results of these evaluations are used to identify strengths, concerns, and areas for improvement.
| Student Support Service Area | Evaluation Mechanism | Benchmarking Basis | Enhancement / Improvement Action |
| Information Technology Facilities | Student satisfaction surveys, usage monitoring, and feedback from students and lecturers | Institutional service standards, previous evaluation results, and student learning needs | Improvement of IT access, online learning support, and digital learning platforms |
| Laboratories and Learning Facilities | Facility monitoring, student feedback, and quality assessment | Institutional facility standards and teaching-learning requirements | Maintenance and improvement of laboratories, classrooms, projectors, visualizers, and learning equipment |
| Library and Research Support | Student feedback, library usage records, and satisfaction surveys | Research requirements, student needs, and previous usage trends | Expansion and improvement of library resources, learning materials, and research support services |
| Food Services / Canteen | Student and staff feedback, satisfaction surveys, and facility observation | Student welfare needs and institutional service quality standards | Renovation and improvement of the canteen to enhance convenience and address concerns such as mosquito bites |
| Campus Accessibility | Facility monitoring and student feedback | Safety standards, accessibility needs, and student convenience | Construction of a footpath leading to the canteen to prevent students from walking through muddy areas |
| Campus Safety and Lighting | Safety observation, student feedback, and facility monitoring | Campus safety requirements and institutional standards | Installation of a new light along the path to improve visibility and safety |
| Security Services | Institutional monitoring and feedback from campus users | Safety service standards and student/staff welfare needs | Construction of a new space for security guards at Gate 2 to support security personnel and enhance campus safety |
| General Student Support Services | Satisfaction surveys, student feedback, and service review | Institutional targets, previous evaluation results, and student needs | Continuous improvement of academic and non-academic support services based on evaluation results |
To ensure that student support services remain responsive and continuously improved, the results of satisfaction surveys and quality assessments are benchmarked against institutional service standards, previous evaluation results, student needs, and expected service quality requirements. This benchmarking process allows the program and relevant offices to determine whether existing services are sufficient and whether improvements are needed to enhance student convenience, safety, and learning support.
Based on the evaluation and benchmarking results, enhancement actions are implemented to improve the quality of student support services. For example, to address the food-service needs of students and teachers in the dormitory, the canteen was renovated to provide greater convenience and a more suitable environment. The improvement also helped address concerns related to mosquito bites in the canteen area.
In addition, a new footpath leading to the canteen was constructed to prevent students from walking through muddy areas, especially during rainy periods. A new light was also installed along the path to improve visibility and safety. These improvements demonstrate the university’s efforts to address student concerns and enhance the accessibility and safety of campus facilities.
Furthermore, a newly constructed space for security guards was provided at Gate 2. This improvement supports the welfare of security personnel and contributes to a safer campus environment for students, academic staff, support staff, and visitors. By improving the working conditions of security personnel, the university also strengthens the quality of safety-related student support services.
Overall Result
The Bachelor of Business Administration Program ensures that student support services are evaluated, benchmarked, and enhanced through satisfaction surveys, quality assessments, student feedback, facility monitoring, and institutional review mechanisms. The results are used to improve the quality, accessibility, safety, and convenience of academic and non-academic support services. Improvements such as the canteen renovation, construction of the footpath, installation of lighting, and provision of a space for security guards demonstrate the program’s commitment to continuously enhancing student support services in response to student needs and institutional quality standards.
Evidence
| ID_Evidence | Name_Evidence |
| 6.6.1 | Student Support Satisfaction |
| 6.6.2 | Benchmarking and Continuous Improvement on Student Support Services |
Self-Assessment
| Requirements | Result | Score |
| 6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date. | / | 1 |
| 6.2 Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service. | / | 1 |
| 6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability. | / | |
| 6.3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary. | / | 1 |
| 6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services. | / | 1 |
| 6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement. | / | 1 |
| Overall | 5 | |