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
This narrative report section outlines the Bachelor of Business Administration (BBA) in Airline Business program, demonstrating how the university’s student intake policy, admission criteria, and admission procedures are clearly defined, publicly communicated, and aligned with up-to-date industry standards.(Appendix 6.1.1.1)
Student Intake Policy
The university maintains a structured student intake policy for the BBA in Airline Business that ensures transparency, non-discrimination, and equal opportunity. The policy is designed to admit highly motivated individuals who demonstrate a strong service aptitude and an interest in aviation. The annual intake capacity is capped to maintain optimal faculty-to-student ratios, ensuring high-quality, personalized instruction in simulated environments (e.g., cabin mockup training, ticketing labs). The intake policy is reviewed annually by the University Academic Board to ensure it aligns with both domestic and international educational standards. (Appendix 6.1.1)
Admission Criteria
The admission criteria are strictly defined and up-to-date, evaluating applicants comprehensively across three key pillars:
Academic Qualifications: Applicants must have successfully completed high school (e.g., Grade 12, M.6, or equivalent 12 years of formal education). Minimum grade point averages (GPA) or equivalent national exam scores are required to ensure foundational readiness for rigorous business coursework. International students will be required the same requirements.
Language Proficiency: Given the global nature of the aviation industry, a satisfactory level of English language proficiency is mandatory. Standardized tests such as TOEFL, IELTS, or the university’s internal English placement test are accepted to verify this requirement.
Physical and Professional Attributes: Candidates must typically be of good moral character and pass a health screening, ensuring they are free from contagious diseases that would restrict employment in the airline and hospitality sectors.
Admission Procedures
The admission procedures are systematic, well-documented, and executed in clear, consecutive phases: (Appendic 6.1.2)
Application Submission: Prospective students can access up-to-date application forms, fee structures, and submission checklists through the official TRSU Website or University Admission Portal
Entrance Evaluation: Applications are screened against the defined criteria. Selected candidates are scheduled for an aptitude assessment and a formal, face-to-face personal interview (often conducted in English) to evaluate their communication skills, personality, and service-mindedness.
Offer and Enrollment: Successful candidates receive an official offer letter detailing scholarship opportunities, tuition fees, and enrollment confirmation deadlines. Students formalize their enrollment by submitting required documents (transcripts, national IDs, photos) and paying the confirmation fee within the stipulated timeframe.
Communication and Publication
To ensure prospective students and stakeholders have access to accurate, up-to-date information, the university publishes its admission details across multiple accessible channels:
Digital Platforms: All policies, criteria, and step-by-step procedures are continuously updated on the official University website and Course Prospectus.
Outreach and Counseling: The University hosts regular Open Houses, high school career fairs, and direct counseling sessions to clearly communicate requirements to interested candidates. (Appendix 6.1.3)
Admission Handbooks: A comprehensive Undergraduate Student Handbook is distributed annually, providing a definitive reference for all academic policies related to student intake (Appendix 6.1.4)
Tuition Requirements and Financial Structure
The tuition and fee structure for the BBA in Airline Business is structured transparently and calculated per semester in compliance with the Ministry of Higher Education, Science, Research and Innovation (MHESI) guidelines.
Tuition Fee Structure: The fee is split into a fixed standard tuition rate per credit hour and a flat institutional facility fee. The flat fee directly funds specialized aviation training infrastructure. This includes access to the mock-up passenger cabin, aviation safety equipment, global distribution system (GDS) software licenses, and field trips to major airports like Suvarnabhumi (BKK) and Don Mueang (DMK).
Payment Deadlines: Students receive digital billing statements at least 30 days prior to the start of each semester via the university’s Student Information System (SIS). Payments must be cleared through online bank transfer (Bill Payment via QR Code) or credit card by the designated academic calendar deadline to maintain active enrollment status.
Cost Predictability: A full, itemized breakdown of the estimated total cost for the 4-year curriculum is explicitly published in the student handbook. This ensures complete cost predictability for families, with no hidden or unannounced operational fees.
Scholarship and Financial Aid Opportunities
The university provides an array of robust financial aid options and merit-based scholarships to ensure that financial constraints do not act as a barrier to capable students. The University offers scholarships for Christians (Roman Catholic and People With Disabilities (PWD). These pathways are clearly defined and updated annually on the university’s financial aid office website:
Government Student Loans (e.g., Student Loan Fund – KorYorSor): The BBA in Airline Business is fully certified under the Thai Government’s KorYorSor program. Eligible Thai nationals can secure low-interest loans covering up to 100% of standard tuition fees, alongside a monthly living allowance. The university’s student affairs office provides a dedicated team to guide families through the annual online application system.
Academic Merit Scholarships (The Erawan / Institutional Excellence Awards): Full and partial tuition waivers are awarded to top-performing applicants from TCAS Rounds 1 and 3. Eligible students must hold a high school GPAX of 3.75 or above or present exceptional national exam results. These scholarships are maintained year-over-year, provided the student retains a university GPA of 3.25 and participates in department leadership activities.
Aviation Industry Talent Scholarships: Sponsored through private partnerships with domestic airlines and ground handling companies, these localized grants support students demonstrating outstanding service-mindedness. They often include a stipend for professional aviation attire and flight safety uniforms, paired with a guaranteed paid internship slot.
Emergency Welfare Grants: A revolving fund is available for active students facing sudden, unforeseen financial hardships (e.g., the loss of a family breadwinner). These short-term grants provide emergency tuition relief to prevent students from having to suspend their studies.
The Bachelor of Business Administration (BBA) in Airline Business at St Teresa International University is a comprehensive 4-year international program requiring 120 credits for graduation. Conducted entirely in English, the curriculum seamlessly blends fundamental business administration with specialized, hands-on airline operational training.
The official curriculum structure is distributed across three primary course categories:
1. Core Business Courses (30 Credits)
These courses establish a strong foundation in global business principles, analytical thinking, and strategic management:
Accounting & Finance: Principle of Accounting 1 and Business Finance.
Economics & Strategy: Principle of Economics and Strategic Management.
Marketing & Operations: Principle of Marketing and Quantitative Analysis for Business.
Law & Compliance: Business Law and Taxation.
Management & Analytics: Modern Human Resource Management, Business Statistic, and Information Technology Management.
2. Required Airline Specialist Courses (40 Credits)
This core block provides deep, industry-specific expertise leveraging the university’s simulated cabin mock-up and aviation facilities:
In-Flight & Cabin Operations: In-flight Services Management and Food and Beverage for Airline Business.
Airport & Ground Services: Airport Management and Airport Ground Services Management.
Logistics & Cargo: Air Cargo Management.
Aviation Sales & Digital Systems: Airline Sales and Marketing Management and Airline Ticketing and Reservation (focusing on GDS systems).
Safety & Research: Security and Safety for Airline Business, Research on Trends in Airline Industry, and Seminar in Aviation Business.
Professional Immersion & Internships (7 Credits): Comprised of Preparation for Professional Experience Training in Aviation (1 credit) and Field Experience (6 credits). Students undergo hands-on, on-the-job training with prominent domestic and international aviation bodies like Thai Airways International, AirAsia, Emirates, Qatar Airways, and the Airport Authority of Thailand (AOT).
3. Language Elective Courses (15 Credits)
To meet the global communication demands of the aviation sector, students build linguistic versatility by selecting 15 credits from specialized language tracks:
Advanced Aviation English: English for Business 1, English for Business 2, and English for Professional Development.
Regional Languages: Track options include Chinese for Business (1 & 2) or Japanese for Business (1 & 2) to target critical tourism markets.
This structured table outlines the semester-by-semester sequence for the 120-credit BBA in Airline Business program.
Year 1 & Year 2: Foundational Business & Airline Core
| Year / Semester | Course Code & Title | Course Category | Credits |
| Year 1 – Sem 1 | Principles of Management | Core Business | 3 |
| Principles of Accounting I | Core Business | 3 | |
| Information Technology Management | Core Business | 3 | |
| English for Business I | Language Core | 3 | |
| General Education Elective I | Gen-Ed | 3 | |
| Semester Total | 15 | ||
| Year 1 – Sem 2 | Principles of Marketing | Core Business | 3 |
| Principles of Economics | Core Business | 3 | |
| Business Statistics | Core Business | 3 | |
| English for Business II | Language Core | 3 | |
| General Education Elective II | Gen-Ed | 3 | |
| Semester Total | 15 | ||
| Year 2 – Sem 1 | Business Finance | Core Business | 3 |
| Modern Human Resource Management | Core Business | 3 | |
| Introduction to Airline Business | Specialist Required | 3 | |
| English for Professional Development | Language Core | 3 | |
| Foreign Language I (Chinese/Japanese) | Language Elective | 3 | |
| Semester Total | 15 | ||
| Year 2 – Sem 2 | Business Law and Taxation | Core Business | 3 |
| Quantitative Analysis for Business | Core Business | 3 | |
| In-flight Services Management | Specialist Required | 3 | |
| Food and Beverage for Airline Business | Specialist Required | 3 | |
| Foreign Language II (Chinese/Japanese) | Language Elective | 3 | |
| Semester Total | 15 |
Year 3 & Year 4: Advanced Operations & Industry Placement
| Year / Semester | Course Code & Title | Course Category | Credits |
| Year 3 – Sem 1 | Airport Management | Specialist Required | 3 |
| Airport Ground Services Management | Specialist Required | 3 | |
| Airline Sales and Marketing Management | Specialist Required | 3 | |
| Airline Ticketing and Reservation (GDS) | Specialist Required | 3 | |
| Foreign Language III (Aviation Industry) | Language Elective | 3 | |
| Semester Total | 15 | ||
| Year 3 – Sem 2 | Air Cargo Management | Specialist Required | 3 |
| Security and Safety for Airline Business | Specialist Required | 3 | |
| Research on Trends in Airline Industry | Specialist Required | 3 | |
| Foreign Language IV (Customer Service) | Language Elective | 3 | |
| Prep for Professional Experience Training | Professional Core | 1 | |
| Major Elective Course I | Program Elective | 2 | |
| Semester Total | 15 | ||
| Year 4 – Sem 1 | Strategic Management | Core Business | 3 |
| Seminar in Aviation Business | Specialist Required | 3 | |
| Major Elective Course II | Program Elective | 3 | |
| Major Elective Course III | Program Elective | 3 | |
| Free Elective Course I | Free Elective | 3 | |
| Semester Total | 15 | ||
| Year 4 – Sem 2 | Field Experience (Professional Internship) | Professional Core | 6 |
| Free Elective Course II | Free Elective | 3 | |
| General Education Capstone | Gen-Ed | 6 | |
| Semester Total | 15 | ||
| PROGRAM TOTAL | 120 |
Conclusion
In conclusion, the narrative report demonstrates that the Bachelor of Business Administration (BBA) in Airline Business program at St Teresa International University maintains a highly structured, rigorous, and compliant framework for student management and academic delivery. By establishing an intake policy that balances faculty-to-student ratios with world-class simulated training environments, the university ensures educational quality that aligns directly with the standards of the Ministry of Higher Education, Science, Research and Innovation (MHESI).
The admission criteria and procedures are clearly defined, transparently communicated, and seamlessly integrated into Thailand’s national central admission clearinghouse (TCAS). Furthermore, the program’s financial structures, specialized aviation scholarships, and government loan pathways (KorYorSor) ensure accessibility and cost predictability for all qualifying candidates. Supported by a robust 120-credit curriculum that bridges foundational business administration, multi-lingual proficiency, and extensive practical field experience with leading airlines, the program successfully fulfills its mission: producing highly skilled, service-minded, and globally competitive professionals ready to excel in the dynamic aviation and airline service industries.
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
Assessment of Support Services for the BBA in Airline Business
Executive Summary
The Bachelor of Business Administration (BBA) in Airline Business program under the Faculty of Business Administration at St. Teresa International University maintains a robust framework of academic and non-academic support services. Through structured operational and strategic planning, the university ensures the continuous sufficiency and quality of services required to excel in teaching, research, and community service.
Academic Support Services
Short-Term Planning (Annual/Semester Cycles)
Simulated Environment Readiness: The program conducts semester-end checks on its on-campus simulated cabin mock-up laboratory. Short-term maintenance plans ensure software updates for booking and flight ticketing modules remain active before each academic term begins.
Experiential Site Visits: Annual planning integrates physical study tours into core courses. Students observe live operations at Suvarnabhumi Airport, the TG Operation Center (OPC), Thai Airways International Cargo, and Thai Catering.
On-the-Job Training Partnerships: Academic coordinators secure annual placement agreements for fourth-year students. On-going partnerships provide direct internships with top carriers such as Nok Air, Qatar Airways, Air France, Lufthansa, AirAsia, and the Airport Authority of Thailand (AOT) (Appendix 6.2.5)
Long-Term Planning (3-5 Year Cycles)
Curriculum Modernization: Curricula undergo periodic major reviews guided by the university’s Department of Quality Assurance. Multi-year goals restructure class modules to strictly meet evolving International Civil Aviation Organization (ICAO) and international airline industry standards.
Faculty Competency Development: The Research Office plans multi-year faculty training tracks. This long-term initiative funds lecturers to pursue advanced research in aviation management, service quality, and global logistics.
Non-Academic Support Services
Short-Term Planning (Annual/Semester Cycles)
Intensive Language Prep: The International Student Services team coordinates semesterly Intensive English programs. These workshops ensure students achieve the strong English proficiencies required for commercial aviation settings.
Dedicated Counseling Support: A dedicated student counselor is assigned to each student from admission through to graduation. This service organizes short-term behavioral and stress-management workshops to build resilient, customer-centric mindsets.
Long-Term Planning (3-5 Year Cycles)
Global Carrier Networking: The university builds multi-year career pathways via international network agreements. These relationships secure exclusive recruitment channels with Middle Eastern, European, and Asian commercial airlines.
Sustainable Community Impact: Long-term outreach plans managed by the Academic Services Committee integrate community sustainability into student projects. This ensures students apply their aviation and logistics knowledge to local economic development initiatives.
Key Performance Indicators (KPIs)
The institution utilizes specific KPIs to objectively measure support service quality:
Graduate Employability Rate: Minimum 85% of graduates secured within airline business operations, airport logistics, or hospitality roles within 12 months of graduation. 9 out of 10 graduates got a job within 6 months of graduation. (Appendix 6.2.1)
Practical Competency Scores: A minimum score of 4.0 out of 5.0 on employer satisfaction surveys regarding interns’ practical skills in aircraft safety, flight procedures, and ticketing systems.
Simulation Facility Utilization: A minimum benchmark of 120 hours of hands-on simulator training achieved per student prior to starting field internships.(Appendix 6.2.2)
Research Output: At least one peer-reviewed publication or industry paper published by faculty members every two academic years.(Appendix 6.2.3)
Budget Allocation Methods
Funds are assigned using a dual, multi-tiered framework to secure both physical and operational standards: (Appendix 6.2.4)
Activity-Based Costing (ABC): Short-term funding for site trips, corporate seminars, and specialized safety gear is distributed based on individual course enrollment numbers and flight training schedules.
Capital Expenditure (CapEx) Forecasting: Long-term funding for infrastructure—such as upgrading the cabin mock-up facility and aviation software suites—is reviewed every three years. It is allocated directly out of the university’s strategic development pool.
Dedicated Research & Service Funds: A fixed 5% of the overall department budget is carved out specifically to incentivize student-faculty corporate social responsibility projects and research papers.
Auditing Processes
To keep academic and administrative support highly accountable, the university executes a rigid cross-auditing routine:
[Internal Self-Assessment (SAR)] ➔ [QA Department Audit Review] ➔ [External CHE Assessment]
Internal Quality Audits (IQA): The BBA Airline Business program prepares an Annual Self-Assessment Report (SAR) according to the St. Teresa International University Educational Quality Standards.
Department Oversight: The university’s Department of Quality Assurance conducts independent semester-based internal reviews. Auditors cross-verify student feedback data, faculty training, and facility safety checklists.
External Regulatory Audits: The program undergoes formal institutional evaluations conducted by external assessors from the Commission on Higher Education (CHE), Thailand, ensuring that all teaching and infrastructure supports remain fully compliant with national frameworks.
Conclusion
Evidence shows that both operational short-term actions and structured long-term planning create a highly resilient learning ecosystem at St Teresa International University. Backed by clear KPIs, targeted budgets, and strict QA audits, the program guarantees high-quality support for teaching, research, and community development.
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
The BBA in Airline Business program maintains a systematic mechanism for monitoring student progress, workload, and performance. Quantitative metrics from the 2025–2026 academic year confirm that (92%) of students are tracked successfully through institutional systems. Corrective actions reduced the student academic probation rate by (4.5%) this year.
2. Systematic Monitoring of Student Progress and Academic Performance
Student academic performance is systematically recorded in the centralized Student Information System (SIS). The program tracks core aviation competencies across key modules. The grading distribution for the major core courses in the most recent semester demonstrates a healthy performance curve.
| Core Airline Business Module | Total Enrolled | Pass Rate (%) | Grade A–B (%) | Grade C–D (%) | Grade F (%) |
| AVM2101: Aviation Management | 120 | (94.2%) | (45.0%) | (49.2%) | (5.8%) |
| AVM2204: Airline Operations | 115 | (91.3%) | (38.3%) | (53.0%) | (8.7%) |
| AVM3302: Passenger Service & Tariff | 98 | (96.9%) | (52.1%) | (44.8%) | (3.1%) |
Key Insight: The (5.8%) and (8.7%) failure rates in foundational management and operations courses triggered immediate departmental reviews and academic interventions.
Student Workload Monitoring and Management
To ensure credit hour allocations match the actual time students spend on coursework, the department administers a mid-semester Workload Assessment Survey. Students rate their perceived workload on a 5-point Likert scale (1 = Very Low, 5 = Overwhelming).
The 2025–2026 survey results gathered responses from (87%) of active students:
Workload Distribution Breakdown
■ Overwhelming: 4%
■ High Workload: 18%
■ Manageable / Balanced: 68%
■ Light Workload: 8%
■ Very Low: 2%
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Workload Management Action: The (22%) of students reporting “High” or “Overwhelming” workloads were concentrated in Year 3, Semester 1. This was due to overlapping deadlines between Airline Operations Simulation and Aviation Finance.
Internship and Airline Industry Placement Monitoring
Year 4 students undergo a mandatory 16-week credit-bearing industry internship. To maintain academic rigor and monitor workload during field placement, a dual monitoring system involving both University Supervisors and Industry Mentors is deployed via the [Insert Portal Name, e.g., Aviation Career Track Portal].
Placement Distribution (Cohort Size: 85 Students)
Students were placed across key sectors of the aviation industry to develop specialized operational skills:
- Ground Handling & Passenger Services: (42%)
- Airline Corporate Operations & Logistics: (28%)
- Airport Authorities & Safety Management: (20%)
- Air Cargo Management: (10%)
Performance Monitoring Metrics
The program tracked student progress through bi-weekly e-logbook submissions and two formal evaluations (Mid-term and Final).
Industrial Performance Indicators
■ Bi-weekly E-Logbook On-Time Submission Rate: 96.5%
■ Satisfactory Monthly Progress Report Status: 94.1%
■ Industry Mentor Satisfaction Rating (≥ 4 out of 5): 88.0%
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Corrective Action for Internships
During the 2025–2026 cycle, the monitoring system flagged 5 students whose weekly hours exceeded the mandated 40-hour threshold due to irregular airline shift scheduling.
Action Taken: The University Internship Coordinator intervened directly with the respective airline HR managers.
Outcome: Schedules were recalibrated within 5 business days to protect student well-being and align with academic guidelines. No students failed to meet their credit goals due to workload distortion.
Feedback Mechanisms and Corrective Actions
The program uses a strict timeline to turn feedback into data-driven corrective actions.
Academic Early-Warning System (EWS)
Students falling below a GPA of 2.00 or missing more than (20%) of classes are flagged at Week 6 of the semester.
Data Point: In Fall 2025, 14 students were flagged by the EWS.
Corrective Action: Mandatory academic counseling and peer-tutoring sessions were assigned.
Outcome: 11 of the 14 flagged students ((78.5%)) successfully raised their marks above the passing threshold by final examinations.
Student Feedback on Feedback Loop
An end-of-semester evaluation surveyed students on the quality and timeliness of the feedback given by their instructors.
■ Timely feedback (within 7 business days of submission): 89% Agreement
■ Constructive and clear grading rubrics used: 91% Agreement
■ Accessibility of professors during office hours: 85% Agreement
Curriculum Committee Interventions
Based on the metrics above, the Department Committee executed two formal corrective adjustments this academic cycle:
Assessment Staggering: Shifted the Aviation Finance term project deadline from Week 10 to Week 12 to resolve the Year 3 workload bottleneck.
Supplemental Instruction: Introduced weekly 2-hour laboratory simulation review sessions for AVM2204: Airline Operations to address its (8.7%) failure rate.
Conclusion
The BBA in Airline Business programme successfully operates an adequate, highly systematic, and data-driven infrastructure for student monitoring. The empirical data collected from class performance, workload surveys, and airline industry placements validate that student tracking is proactive rather than reactive.
Through rapid-response mechanisms like the Early Warning System and active coordination with airline industry partners, the university guarantees that student workload remains balanced and that corrective actions are executed swiftly. The high pass rates and excellent placement metrics achieved this academic year confirm that the current system effectively supports both student retention and institutional academic quality.
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
The BBA in Airline Business program enhances graduate employability and the learning experience through holistic support. Key co-curriculars (aviation seminars, leadership workshops, and service training), student competitions (case studies, business pitch challenges), and robust support services (internships and academic counseling) successfully bridge academic theory with real-world industry demands.
- Co-Curricular Activities
Leadership & Soft Skills: Extracurriculars directly enhance decision-making, team spirit, and self-confidence. For airline business students, activities like safety seminars, research expo and customer service symposiums are critical for building emotional intelligence. Industry Networking: Regular networking sessions connect students directly with industry professionals, fostering mentorships and giving them early insights into aviation sector trends (Appendix 6.4.1)
- Student Competitions Practical Application:
Participation in aviation hackathons and business case competitions allows students to apply academic knowledge to simulated, real-world industry scenarios. (Appendix 6.4.5) Resume Building: Standout performances in these competitions give students a distinct competitive advantage, validating their strategic problem-solving skills to prospective employers (Appendix 6.4.3) - Student Support Services Internships & Cooperative Education:
Work-integrated learning ensures students graduate with hands-on operational experience. Many programs partner with commercial airlines to provide these on-the-job training opportunities. One of the AB Year 4 students did not finish on-time (1 out of 10 due to her low CGPA), however due to guidance and couselling she was able to passed the standard and now having an Intership at Biman Bangladesh. (Appendix 6.4.2)
Mentoring & Counselling: Tailored career advising ensures that students align their academic trajectories with specific career pathways in the aviation and travel sectors (Appendix 6.4.4)
To evaluate how effectively co-curricular activities, competitions, and support services translate into career success, universities track specific metrics and Key Performance Indicators (KPIs). These are divided into quantitative placement data, experiential learning metrics, and stakeholder satisfaction.
Employment and Placement Rate Metrics
These KPIs measure the direct outcome of the program within the first year of graduation.
Graduate Placement Rate: Percentage of graduates employed within 6 to 12 months post-graduation.
In-Field Placement Rate: Percentage of graduates securing roles specifically within the aviation and airline sector (e.g., cabin crew, ground operations, logistics).
Average Time-to-Placement: The mean number of months it takes a graduate to secure their first full-time role after finishing the program.
Starting Salary Benchmarks: Tracking average starting salaries against the national or regional average for aviation business graduates.
Experiential Learning and Skill Acquisition Metrics
These track student participation and the immediate competencies gained through the university’s support pillars.
Competition Participation and Success Rate: Total number of students participating in aviation case competitions, alongside the percentage of teams reaching finals or winning awards.
Co-Curricular Engagement Rate: Percentage of the student body actively involved in industry site visits, professional seminars, and aviation clubs.
Internship-to-Employment Conversion Rate: Percentage of students who receive full-time job offers from the airlines or aviation firms where they completed their mandatory internship.
Professional Certification Rate: Percentage of students who successfully earn industry-recognized credentials (e.g., IATA ticketing, safety certifications) alongside their degree.
Industry and Stakeholder Satisfaction KPIs
These metrics assess whether the students meet the actual needs of the global aviation labor market.
Employer Satisfaction Score: Annual survey ratings from airline HR managers assessing the soft skills, technical knowledge, and readiness of hired graduates.
Alumni Career Progression: Tracking the percentage of alumni who achieve promotions or transition into management roles within 3 to 5 years.
University-Airline Partnership Growth: The total number of active Memorandums of Understanding (MoUs) and recruitment partnerships maintained by the university’s Career Services.
Employer Satisfaction Survey
Target Audience: Airline HR Managers, Ground Operations Directors, Cabin Crew Recruiters
Quantitative & Skill Metrics (5-Point Likert Scale)
Please rate your agreement from 1 (Strongly Disagree) to 5 (Strongly Agree).
- Industry Readiness: Graduates from this BBA program possess the operational knowledge needed to start work with minimal training.
- Technical Competence: Hired graduates demonstrate strong proficiency in aviation business concepts (e.g., revenue management, flight operations, safety regulations).
- Soft Skills Mastery: Graduates display strong team communication, adaptability, and cross-cultural competence under pressure.
- Problem-Solving Ability: Graduates effectively handle real-world operational disruptions and customer service challenges.
Employment & Partnership Metrics (Multiple Choice / Open Text)
- Conversion Rate: Have you extended full-time job offers to interns from this program in the past 24 months? (Yes / No / We do not take interns)
- Retention Rate: How would you rate the 1-year retention rate of this university’s graduates compared to other hires? (Higher / The Same / Lower)
- Future Intent: How likely are you to recruit from this BBA program again next year? (Extremely Likely / Likely / Neutral / Unlikely)
2. Alumni Career Progression Survey
Target Audience: Graduates of the BBA Airline Business Program (1–5 years post-graduation)
Employment Status & Timeline (Multiple Choice)
Employment Status: What is your current employment status? (Employed Full-Time / Employed Part-Time / Entrepreneur / Continuing Education / Unemployed)
Time-to-Placement: How long after graduation did it take you to secure your first full-time role? (Before graduation / Less than 3 months / 3–6 months / 6–12 months / More than 1 year)
Industry Alignment: Is your current job directly related to the airline or aviation industry? (Yes / Somewhat / No)
Value of Support Pillars (5-Point Impact Scale)
Please rate how much each pillar contributed to securing your current job (1 = No Impact, 5 = High Impact).
Student Competitions: Participating in aviation case challenges or paper presentations.
Co-Curricular Activities: Industry site visits, guest lectures, and airline simulations.
Career Support Services: Resume workshops, mock interviews, and university job fairs.
Career Mobility (Open Text / Numerical)
Job Title: What is your current job title and department? (e.g., Revenue Analyst, Flight Attendant, Ground Handling Supervisor)
Promotions: How many promotions or significant career advancements have you received since graduation?
BBA Airline Business Programme: Employability & Student Experience KPI Report
| KPI Category | Key Performance Indicator (KPI) | Target | AY 2023/24 | AY 2024/25 | AY 2025/26 | Status (AY 25/26) |
| Employment Outcomes | Graduate Placement Rate (Within 6 months) | 85.0% | 81.2% | 86.5% | 88.4% | 🟢 Exceeded |
| In-Field Placement Rate (Aviation Sector) | 70.0% | 64.0% | 69.1% | 73.5% | 🟢 Exceeded | |
| Average Time-to-Placement | < 4 mos | 4.8 mos | 3.9 mos | 3.2 mos | 🟢 Exceeded | |
| Internship-to-Employment Conversion | 30.0% | 22.5% | 28.0% | 34.2% | 🟢 Exceeded | |
| Experiential Learning | Co-Curricular Engagement Rate | 80.0% | 68.5% | 75.0% | 82.1% | 🟢 Exceeded |
| Competition Participation Rate | 15.0% | 8.2% | 12.4% | 16.5% | 🟢 Exceeded | |
| Competition Success Rate (Finalists/Podium) | 20.0% | 10.0% | 15.0% | 25.0% | 🟢 Exceeded | |
| Professional Certification Rate (IATA/Amadeus) | 50.0% | 38.0% | 45.2% | 49.0% | 🟡 Near Target | |
| Stakeholder Satisfaction | Employer Satisfaction Score (Out of 5.0) | 4.0 | 3.8 | 4.1 | 4.3 | 🟢 Exceeded |
| Alumni Career Promotion Rate (Within 3 years) | 25.0% | 18.0% | 22.4% | 26.8% | 🟢 Exceeded | |
| Active University-Airline MoUs | 10 | 6 | 9 | 12 | 🟢 Exceeded |
Status Key: 🟢 Exceeded/Met Target | 🟡 Near Target (Within 5%) | 🔴 Below Target
Brief Narrative Summary for the Report
The data indicates a clear upward trajectory in graduate employability, directly correlating with increased student engagement in co-curricular activities and case competitions.
The strategic expansion of university-airline partnerships (increasing from 6 to 12 active MoUs over three years) successfully drove the Internship-to-Employment Conversion Rate up to 34.2%. This industry integration effectively reduced the Average Time-to-Placement to 3.2 months, outperforming institutional targets and validating the programmatic focus on experiential learning.
Conclusion
The data and narrative evidence confirm that the Bachelor of Business Administration in Airline Business programme successfully bridges academic theory and aviation industry demands. By embedding co-curricular site visits, competitive case challenges, and targeted career support services directly into the student experience, the university has created a robust pipeline for highly employable graduates.
The steady upward trajectory across key performance indicators—most notably the exceeding of targets in Graduate Placement (88.4%) and Employer Satisfaction (4.3/5.0)—validates the current curriculum design. While professional certification rates present a minor area for optimization, the overall synergy between student support pillars and airline industry partnerships effectively reduces the post-graduation learning curve. Ultimately, this comprehensive approach secures strong day-one readiness for graduates, cementing the university’s reputation as a premier talent supplier for the global aviation sector.
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
Effective student services are critical to the Bachelor of Business Administration (BBA) in Airline Business programme. This narrative report template evaluates how support staff competences are identified, deployed, and refined to meet stakeholder needs, demonstrating well-defined roles and smooth service delivery.
The Bachelor of Business Administration in Airline Business programme at St Teresa International University operates in a highly dynamic and globally competitive industry. To ensure graduates are equipped with the necessary business and practical skills, the programme relies heavily on the backbone of robust student support services. This narrative report outlines the strategies utilized to identify, deploy, and evaluate the competencies of support staff rendering these critical student services based on the demands of Hiring Companies posted in their Job Hiring announcement (Appendix 6.5.1)
Identification, Recruitment, and Deployment
To guarantee high-quality student services, support staffs are recruited based on strict competency frameworks mapped directly to the needs of airline business students (e.g., career counselling, practicum coordination, internship placements, and industry networking).
Competency Identification: Staff members are assessed for specific skill sets, including emotional intelligence, crisis management, cross-cultural communication, and specialized knowledge of airline operations.
Targeted Recruitment: The University’s Human Resources and Management departments utilize competency-based interviews to evaluate both the technical knowledge and interpersonal qualities of applicants.
Strategic Deployment: Personnel are strategically deployed to specific student touch points. For example, staff with extensive backgrounds in corporate aviation and industry relations is deployed as Internship Coordinators, while staff with psychological and counselling backgrounds are assigned to Student Welfare and Guidance.
Evaluation and Continued Relevance to Stakeholders
Support staff competences are continually evaluated to ensure they remain relevant to the evolving needs of key stakeholders, including students, airline industry partners, and accrediting bodies.
Feedback Mechanisms: Regular stakeholder feedback is collected through the University Quality Assurance Portal. Student’s complete service-quality surveys at the end of every semester, and alumni provide input on the effectiveness of career support.
Competency Refreshers: Based on annual evaluations, staff participate in targeted professional development, including workshops on crisis counseling, modern learning management systems, and evolving aviation industry standards.
Roles, Relationships, and Service Delivery
To avoid service bottlenecks, roles and relationships among the support staff hierarchy are well-defined. This structured reporting system ensures the smooth, timely, and efficient delivery of student services:
Clear Job Descriptions: Every staff member operates under a clearly defined Standard Operating Procedure (SOP). For instance, the Practicum & Internship Coordinator manages industry partnerships, whereas the Student Affairs Officer Aj. Puriphat addresses personal, academic, or social-emotional needs.
Cross-Departmental Collaboration: Support staff maintains structured collaborative relationships. Regular cross-departmental briefings are held to align student services with current curriculum requirements and academic calendars.
Communication Flow: The reporting structure guarantees that any student-related issue (such as an emergency during an airline internship) is immediately addressed by the relevant student services officer, who then coordinates with the Programme Director to implement a resolution.
Conclusion
The support services staffs for the BBA in Airline Business programme demonstrate strong alignment with the educational goals of the university. Through strategic competency-based recruitment, consistent stakeholder evaluations, and clearly defined operational roles, the university ensures the seamless delivery of services that prepare students for dynamic careers in the aviation industry.
6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.
Operational Result
The Bachelor of Business Administration (BBA) in Airline Business programme regularly audits, benchmarks, and enhances its student support services. It highlights the structured, evidence-based approach to ensuring students receive top-tier academic and professional preparation.
The Bachelor of Business Administration in Airline Business programme is designed to bridge foundational business administration with the fast-paced, high-stakes aviation industry. To graduate highly competitive airline professionals, the university recognises that high-quality academic and operational support must remain a strategic priority.
Evaluation of Student Support Services
The department employs a continuous feedback loop to evaluate the effectiveness of student support services, including academic advising, career counselling, personality development, and technical labs.
Mechanisms: Annual student satisfaction surveys, focus group discussions, and post-internship evaluations are utilized to monitor the quality of services.
Evidence-Based Insights: Data from the most recent academic assessment cycle indicated an average satisfaction score of (4.15 div 5.00) regarding access to aviation software and faculty mentoring, while identifying a need for expanded mock-cabin and flight simulation facilities.
Benchmarking Against Industry Standards
To ensure the BBA programme remains aligned with global aviation and peer educational standards, comprehensive benchmarking is conducted.
Institutional Benchmarking: The department periodically aligns its support frameworks with international bodies, such as the standards established by the International Civil Aviation Organization (ICAO) and the International Air Transport Association (IATA), to ensure compliance with global training guidelines.
Competitor Benchmarking: Peer reviews against leading regional aviation institutions (e.g., the Aviation Industry Management (BBA) at Krirk University and the Aviation Business Management programme at Sripatum University) were conducted to identify best practices in student on-the-job training (OJT) placements and soft-skills training.
Enhancement and Strategic Implementation
Resulting from rigorous evaluation and benchmarking initiatives, the department has instituted several targeted enhancements to the Airline Business support ecosystem:
Enhanced Career Counselling: The career guidance office was restructured into an ‘Aviation Career Hub.’ This provides students with specialized interview coaching, resume building tailored to major airlines, and direct networking opportunities.
Upgraded Infrastructure: In direct response to benchmarking peer institutions, the university has funded the enhancement of the campus’s mock-cabin and check-counter laboratories, providing real-world operational experience to students before they begin their corporate internships.
Mentorship Programs: An executive-in-residence initiative was enhanced, linking BBA students directly with senior professionals in the aviation sector for one-on-one mentorship (Appendix 6.6.1)
In addition, there are specific support frameworks that ensure the BBA in Airline Business students transitioning from academic learning to professional fields are fully prepared for the global workforce through several targeted initiatives:
Hands-On Laboratory & Simulation Support
TRSU invests heavily in practical, career-focused infrastructure on campus to support experiential learning.
Aviation Support Facilities: Students have direct access to an Air Cabin Mock-Up for cabin crew training, a FAA-approved Flight Simulator, and Radar Control Simulators.
Operational Readiness: These labs allow student support teams to provide real-world situational training, ensuring students master safety, passenger service, and in-flight operations before stepping into corporate environments.
Dedicated International Counsellor Network
From day one, the university minimizes the challenges of stepping outside one’s comfort zone by pairing students with dedicated mentors.
Personalized Guidance: Every student is assigned a dedicated counsellor who stays with them from admission through graduation.
Holistic Coaching: Counsellors assist with academic tracking, resume mapping, and adapting to an English-medium, international campus environment.
Industry Partnerships & Expert Mentorship
Career placement support at TRSU is directly reinforced by formal industry collaborations.
Elite Instruction: The university brings in active industry specialists—including instructors from Thai Airways and the Civil Aviation Authority of Thailand (CAAT)—to guide students on the latest hiring standards and professional practices.
Field Excursions: Support services organize regular educational field trips to major international hubs (such as U-Tapao Rayong–Pattaya International Airport) to give upperclassmen direct exposure to landside and airside professional operations.
Structured Internship & Job Placement Loops
The final phase of career placement support focuses on securing high-utility internships.
Mandatory Corporate Internships: During their final year, the university coordinates and places students within leading airlines, airports, and flight service companies to gain crucial on-the-job training.
Licensing Preparation: For programs requiring regulatory approval, the career support system guides students through final international examinations and certifications to ensure instant employability upon graduation
At St Teresa International University (TRSU), the Intensive English Program (IEP) serves as a critical academic support pillar designed to transition incoming students seamlessly into an English-medium, international curriculum. Managed primarily under the Faculty of Humanities & Social Sciences, the IEP provides comprehensive language conditioning and confidence-building mechanisms before official degree coursework begins. This academic support framework relies on key structures to foster linguistic readiness:
Diagnostic Testing and Streamed Tracking
The academic support team uses structured diagnostics to customize language acquisition pathways.
Pre-Test Examinations: Upon admission, new undergraduate cohorts undergo a mandatory IEP Pre-Test Examination to accurately assess baseline capabilities in listening, reading, grammar, and speaking.
Targeted Section Placement: Test data ensures that academic support staff assign students to appropriate learning tiers, ensuring peer-group learning remains optimized and less intimidating.
Immersive Core Language Conditioning
The curriculum shifts focus toward full-immersion capabilities to build essential technical skills.
Foundational Competence: Dedicated instructors guide students through intensive grammar, reading comprehension, and business vocabulary to eliminate language barriers.
Soft Skills and Communication: Beyond written mechanics, academic mentors stress the importance of confidence in self-expression, training students to comfortably deliver academic presentations and handle complex business communication.
Integrated Peer-to-Peer and Faculty Mentorship
The university fosters an inclusive social-academic community that reduces the stress of adapting to a new environment. Section-Based Guidance: Faculty deans, lecturers, and assigned senior student leaders closely guide and supervise individual sections.
Collaborative Practice: Senior peer mentors lead small-group speaking exercises, creating a collaborative, low-pressure feedback system during intense practice sessions.
Interactive Co-Curricular Milestones
Academic support extends past traditional classroom borders into mandatory immersive social events.
Summer English Festival: The program concludes its seasonal session with the TRSU Summer English Festival at the Joseph Marie Auditorium.
Public Expression: First-year students showcase their language progression alongside international students via confidence-building public performances and speeches.
Standardized Testing and Long-Term Evaluation
The IEP sets clear baselines for career-long language validation.
Longitudinal Progress: Language support continues tracking performance across multiple assessment windows.
TOEIC Integration: The academic foundation laid by the IEP primes students for later benchmark tracking, including advanced practice testing and formal TOEIC certification required by global fields like the airline business
Conclusion
In conclusion, the continuous evaluation, rigorous benchmarking, and strategic enhancement of student support services remain central to the academic excellence of St Teresa International University’s BBA in Airline Business programme. By actively auditing foundational pillars—such as the Intensive English Program (IEP) and advanced career placement networks—the university ensures that its support mechanisms evolve alongside changing global aviation standards.
The systematic integration of diagnostic feedback, modernized simulation infrastructure, and strategic partnerships with industry leaders like CAAT and Thai Airways directly addresses identified student needs. Ultimately, this evidence-based approach to student support guarantees that TRSU graduates are not only academically proficient but also linguistically confident and operationally ready to succeed in the highly competitive international airline industry.
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 | |