{"id":15316,"date":"2025-03-09T06:43:39","date_gmt":"2025-03-09T06:43:39","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/business\/?post_type=acc_report&p=15316"},"modified":"2026-06-05T03:40:46","modified_gmt":"2026-06-05T03:40:46","slug":"%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99-5","status":"publish","type":"acc_report","link":"https:\/\/qa.trsu.ac.th\/business\/?acc_report=%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99-5","title":{"rendered":"Section 4 Performance Results Based on Quality Criteria (Criterion 5 – Academic Staff)"},"content":{"rendered":"\n

Criterion 5 – Academic Staff<\/strong><\/p>\n\n\n\n

Criterion<\/strong><\/p>\n\n\n\n

Requirements<\/strong><\/p>\n\n\n\n

\n
\"\"<\/figure>\n<\/figure>\n\n\n\n

Quality level assessment<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Result<\/strong><\/p>\n\n\n\n

5.1 The programme to show that academic staff planning (including succession, promotion, re-deployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service.<\/strong><\/p>\n\n\n\n

Operational Result<\/strong><\/p>\n\n\n\n

St. Teresa International University systematically implements academic staff planning to ensure that the quality and quantity of academic personnel adequately support the University’s missions in teaching, research, and academic service. Academic staff planning encompasses workforce forecasting, recruitment, promotion, succession planning, professional development, retention strategies, and retirement considerations, thereby ensuring the sustainable development of human resources and the continuous enhancement of academic quality.
Academic Workforce Planning and Allocation of Responsibilities<\/p>\n\n\n\n

The Human Resources Department, in collaboration with the Faculty of Business Administration, conducts annual workforce planning to assess staffing requirements and align academic resources with institutional objectives. At the commencement of each academic year, faculty workload allocation is discussed and approved during faculty meetings. Teaching assignments, course coordination responsibilities, academic advising duties, research expectations, and administrative tasks are distributed based on faculty expertise, qualifications, and institutional priorities. This systematic approach ensures effective workload management, continuity of teaching, and optimal utilization of academic personnel.<\/p>\n\n\n\n

Recruitment, Selection, and Promotion Practices<\/h4>\n\n\n\n

The University’s recruitment policies are guided by principles of academic excellence, diversity, and internationalization. Recruitment efforts seek to attract both Thai and international faculty members who possess the qualifications and competencies necessary to support high-quality teaching and research. In accordance with national higher education standards, academic staff are required to possess at least a master’s degree in a relevant discipline, while preference is given to candidates holding doctoral qualifications.<\/p>\n\n\n\n

Promotion and career advancement are governed by transparent criteria that consider academic qualifications, research productivity, teaching effectiveness, institutional service, and contributions to academic development. Faculty members are encouraged to pursue higher academic ranks through continuous professional development and scholarly achievement.<\/p>\n\n\n\n

Succession Planning and Leadership Development<\/h4>\n\n\n\n

The University adopts a proactive approach to succession planning by identifying and nurturing faculty members with leadership potential. Senior academics and experienced faculty members are encouraged to mentor junior colleagues and provide guidance in academic, research, and administrative responsibilities. Through progressive delegation of responsibilities and participation in institutional committees, emerging academic leaders are prepared to assume key academic and managerial positions, thereby ensuring continuity in leadership and effective governance.<\/p>\n\n\n\n

Addressing Human Resource Challenges<\/h4>\n\n\n\n

Recognizing the increasing competition for qualified academic personnel within the higher education sector, the University continuously reviews its recruitment and retention strategies. Challenges associated with attracting highly qualified faculty are addressed through international recruitment initiatives, professional networking, and the use of digital recruitment platforms to access a broader talent pool. Institutional data indicate that the majority of academic staff possess postgraduate qualifications and maintain active research profiles, contributing to the University’s commitment to academic excellence and research productivity.<\/p>\n\n\n\n

Integration of Educational Technologies<\/h4>\n\n\n\n

Academic staff demonstrate competence in the use of contemporary educational technologies and digital learning platforms, including learning management systems, online collaboration tools, and interactive teaching technologies. Continuous enhancement of digital competencies enables faculty members to adopt innovative pedagogical approaches, improve student engagement, and support the University’s strategic objective of digital transformation in higher education.<\/p>\n\n\n\n

Professional Development and Faculty Retention<\/h4>\n\n\n\n

The University places significant emphasis on faculty development through regular academic meetings, curriculum enhancement workshops, research development initiatives, and academic promotion training programs. Specialized workshops are organized to support both Thai and international faculty members in pursuing academic titles, improving teaching effectiveness, and strengthening research capabilities. These initiatives contribute to faculty motivation, professional growth, and long-term retention.<\/p>\n\n\n\n

Employment Policy Supporting Teaching and Research Excellence<\/h4>\n\n\n\n

The University’s academic employment framework promotes a balanced integration of teaching, research, and academic service responsibilities. Faculty performance is evaluated annually using established performance indicators that assess teaching quality, research output, community engagement, and institutional contributions. Particular emphasis is placed on scholarly publications in recognized national and international journals, including those indexed in TCI and Scopus databases, thereby fostering a strong culture of research and knowledge creation.<\/p>\n\n\n\n

Conclusion<\/h4>\n\n\n\n

The Bachelor of Accountancy (International Program) maintains a comprehensive and responsive academic staff planning system that supports the strategic objectives of the University. Through systematic workforce planning, transparent recruitment and promotion practices, leadership development initiatives, continuous professional development, and international recruitment strategies, the program ensures the availability of qualified academic staff capable of delivering high-quality education, advancing research excellence, and contributing meaningfully to academic and community service activities.
<\/p>\n\n\n\n

Evidence<\/strong><\/p>\n\n\n\n

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
5.1-1<\/td> <\/td><\/tr>
5.1-2<\/td> <\/td><\/tr>
\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

5.2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service.<\/strong><\/p>\n\n\n\n

Operational Result<\/strong><\/p>\n\n\n\n

The Bachelor of Accountancy (International Program) at St. Teresa International University (TRSU) has established a systematic and transparent framework for the allocation, measurement, and monitoring of academic staff workload. The primary objective of this framework is to ensure that faculty members maintain an appropriate balance among teaching, research, academic service, and community engagement responsibilities, thereby contributing to the continuous enhancement of educational quality, research productivity, and institutional service.<\/p>\n\n\n\n

The workload management system is aligned with institutional policies and national higher education standards, including the Thailand Qualifications Framework (TQF). Workload planning, implementation, monitoring, and evaluation are conducted on a regular basis to promote accountability, efficiency, and academic excellence.<\/p>\n\n\n\n

Workload Allocation Framework<\/h4>\n\n\n\n

Academic staff workload is organized into four principal categories that collectively support the University’s educational mission:

<\/p>\n\n\n\n

Standard Allocation<\/th><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
Teaching and Learning<\/td>Lectures, tutorials, student supervision, assessment preparation, examination administration, and grading<\/td>3\u201320 hours per week<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
Research and Scholarly Activities<\/td>Research projects, academic publications, conference presentations, and research supervision<\/td>Minimum one scholarly output annually<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
Academic and Institutional Service<\/td>Curriculum development, academic advising, quality assurance activities, and committee participation<\/td>3\u20136 hours per week<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
Community Engagement and Professional Service<\/td>Outreach activities, knowledge transfer initiatives, and accounting-related community services<\/td>1\u20132 activities an<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

This structured workload framework enables faculty members to contribute effectively across all dimensions of academic responsibility while maintaining a sustainable and equitable distribution of duties.<\/p>\n\n\n\n

Mechanisms for Workload Measurement and Planning<\/h4>\n\n\n\n

At the beginning of each academic semester, all faculty members are required to prepare and submit a Workload Distribution Plan (WDP). The WDP serves as a formal mechanism for documenting the planned allocation of responsibilities across teaching, research, academic service, and community engagement activities.<\/p>\n\n\n\n

The workload plan typically includes:<\/p>\n\n\n\n

    \n
  • Teaching responsibilities, including course delivery, student assessment, supervision, and academic advising;<\/li>\n\n\n\n
  • Research activities, including proposal development, data collection, manuscript preparation, publication, and conference participation;<\/li>\n\n\n\n
  • Academic service contributions, including committee assignments, curriculum development, and quality assurance activities; and<\/li>\n\n\n\n
  • Community engagement initiatives related to accounting education, professional development, and knowledge dissemination.<\/li>\n<\/ul>\n\n\n\n

    The Dean of the Faculty of Business Administration and the Academic Affairs Office review and approve all workload plans to ensure that assignments are equitable, realistic, and aligned with institutional priorities. To facilitate faculty engagement in research and student support activities, teaching responsibilities for full-time academic staff are generally limited to a maximum of 20 contact hours per week.<\/p>\n\n\n\n

    Monitoring and Evaluation of Staff Workload<\/h4>\n\n\n\n

    The implementation of faculty workload is continuously monitored through a structured review process. Mid-semester evaluations are conducted to assess progress, identify workload imbalances, and make adjustments where necessary. These reviews help ensure that faculty members are able to fulfill their assigned responsibilities effectively while maintaining high standards of performance.<\/p>\n\n\n\n

    At the conclusion of each semester, academic staff submit a workload accomplishment report that documents completed activities and outcomes across all workload categories. These reports are reviewed by the Faculty Administration and Quality Assurance Committee.<\/p>\n\n\n\n

    To ensure the accuracy and reliability of workload reporting, the Quality Assurance Committee verifies reported activities against multiple sources of evidence, including:<\/p>\n\n\n\n

      \n
    • Teaching schedules and course assignments;<\/li>\n\n\n\n
    • Class attendance and instructional records;<\/li>\n\n\n\n
    • Student feedback and course evaluation results;<\/li>\n\n\n\n
    • Research outputs and publication records; and<\/li>\n\n\n\n
    • Participation in academic, institutional, and community service activities.<\/li>\n<\/ul>\n\n\n\n

      This comprehensive monitoring process supports evidence-based decision-making and continuous quality improvement.<\/p>\n\n\n\n

      Contribution to Educational Quality, Research, and Service<\/h4>\n\n\n\n

      The systematic measurement and monitoring of academic staff workload contribute significantly to the achievement of the program’s educational objectives.<\/p>\n\n\n\n

      Enhancement of Teaching Quality:<\/strong>
      A balanced workload allocation enables faculty members to devote sufficient time to course preparation, innovative instructional practices, student consultation, and timely assessment and feedback. This contributes directly to improved student learning outcomes and academic achievement.<\/p>\n\n\n\n

      Strengthening Research Productivity:<\/strong>
      Dedicated time allocations for research encourage faculty members to engage in scholarly inquiry, publish academic work, and participate in professional conferences. Such activities enhance the research culture of the program and support the integration of contemporary knowledge into teaching and learning.<\/p>\n\n\n\n

      Improvement of Academic and Community Service:<\/strong>
      Workload provisions for institutional and community service allow faculty members to contribute to curriculum enhancement, quality assurance initiatives, professional development activities, and community outreach programs. These contributions strengthen the University’s societal impact and stakeholder engagement.<\/p>\n\n\n\n

      Strengths<\/h4>\n\n\n\n

      The program demonstrates several strengths in workload management and monitoring:<\/p>\n\n\n\n

        \n
      • Clearly defined workload categories and allocation guidelines;<\/li>\n\n\n\n
      • Formalized procedures for workload planning, approval, monitoring, and evaluation;<\/li>\n\n\n\n
      • Effective balance between teaching, research, and service responsibilities;<\/li>\n\n\n\n
      • Continuous monitoring mechanisms that support quality assurance and performance improvement; and<\/li>\n\n\n\n
      • Opportunities for faculty members to participate in scholarly, professional, and community engagement activities.<\/li>\n<\/ul>\n\n\n\n

        Areas for Continuous Improvement<\/h4>\n\n\n\n

        To further strengthen the effectiveness of workload management, the program has identified several areas for enhancement:<\/p>\n\n\n\n

          \n
        • Expanding the use of digital workload management and tracking systems to improve efficiency and reporting accuracy;<\/li>\n\n\n\n
        • Increasing institutional support and incentives for research grant applications and externally funded projects;<\/li>\n\n\n\n
        • Establishing more structured recognition and reward mechanisms for outstanding performance in research, teaching, and service; and<\/li>\n\n\n\n
        • Enhancing data analytics capabilities to support evidence-based workload planning and resource allocation.<\/li>\n<\/ul>\n\n\n\n

          The Bachelor of Accountancy (International Program) maintains a comprehensive and systematic approach to academic staff workload management. Through structured workload planning, continuous monitoring, and evidence-based evaluation, the program ensures that faculty members are able to effectively fulfill their teaching, research, and service responsibilities. This approach contributes significantly to the continuous improvement of educational quality, research excellence, and institutional effectiveness.<\/p>\n\n\n\n

          Evidence<\/strong><\/p>\n\n\n\n

          ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
          5.2-1<\/td> <\/td><\/tr>
          5.2-2<\/td> <\/td><\/tr>
          \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

          5.3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated.<\/strong><\/p>\n\n\n\n

          Operational Result<\/strong><\/p>\n\n\n\n

          The Bachelor of Accountancy (International Program) at St. Teresa International University (TRSU) has established systematic processes to determine, evaluate, and communicate the competencies of academic staff. These processes are designed to ensure that faculty members possess the requisite academic qualifications, pedagogical capabilities, research competencies, and professional attributes necessary to support high-quality teaching, scholarly activities, and academic service. The program adopts a comprehensive competency management approach that aligns faculty capabilities with institutional goals, program learning outcomes, and evolving professional and industry requirements.<\/p>\n\n\n\n

          Determination of Academic Staff Competencies<\/h4>\n\n\n\n

          The competencies required of academic staff are identified based on the program\u2019s educational objectives, curriculum requirements, professional standards, and institutional strategic priorities. Faculty recruitment and appointment processes ensure that academic staff possess qualifications and expertise appropriate to their assigned teaching and research responsibilities.<\/p>\n\n\n\n

          All academic staff within the program hold at least a master\u2019s degree in Accounting, Finance, Business Administration, or a related discipline, while several faculty members possess doctoral qualifications. Academic appointments are made in accordance with national higher education standards and institutional policies, with consideration given to academic credentials, subject-matter expertise, professional experience, teaching competence, and research potential.<\/p>\n\n\n\n

          Faculty competencies are defined across three interrelated domains:<\/p>\n\n\n\n

            \n
          1. Knowledge Competency<\/strong>\u00a0\u2013 mastery of disciplinary content, professional standards, and current developments in the field of accounting and business;<\/li>\n\n\n\n
          2. Professional and Pedagogical Skills<\/strong>\u00a0\u2013 effective teaching practices, curriculum delivery, assessment design, student supervision, research capability, and academic communication; and<\/li>\n\n\n\n
          3. Professional Attitudes and Values<\/strong>\u00a0\u2013 ethical conduct, collegiality, commitment to continuous improvement, and engagement with institutional and community activities.<\/li>\n<\/ol>\n\n\n\n

            These competency domains provide a framework for faculty development, performance evaluation, and career progression.<\/p>\n\n\n\n

            Evaluation of Teaching Competence<\/h4>\n\n\n\n

            Teaching competence is evaluated through multiple mechanisms designed to ensure the quality and effectiveness of instructional delivery. Prior to each academic semester, faculty members are required to prepare and submit:<\/p>\n\n\n\n

              \n
            • Course specifications and teaching plans aligned with Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs);<\/li>\n\n\n\n
            • Assessment plans that demonstrate constructive alignment between learning outcomes, teaching activities, and assessment methods; and<\/li>\n\n\n\n
            • Course materials and learning resources that support student achievement.<\/li>\n<\/ul>\n\n\n\n

              These documents are reviewed by the Head of Department and relevant academic committees to ensure compliance with curriculum requirements, pedagogical effectiveness, and alignment with institutional quality assurance standards.<\/p>\n\n\n\n

              The effectiveness of teaching is further evaluated through:<\/p>\n\n\n\n

                \n
              • Student course evaluations;<\/li>\n\n\n\n
              • Peer observations and academic reviews;<\/li>\n\n\n\n
              • Monitoring of student learning outcomes and achievement levels; and<\/li>\n\n\n\n
              • Review of teaching documentation and instructional practices.<\/li>\n<\/ul>\n\n\n\n

                Feedback obtained from these evaluation mechanisms is communicated to faculty members and used to support continuous professional improvement.<\/p>\n\n\n\n

                Assessment of Student Evaluation and Examination Design<\/h4>\n\n\n\n

                To ensure the validity, reliability, and appropriateness of student assessment practices, all mid-semester and final examination papers undergo a formal moderation process. Examination instruments are reviewed by a panel comprising at least three qualified reviewers to evaluate:<\/p>\n\n\n\n

                  \n
                • Alignment between assessment tasks and intended learning outcomes;<\/li>\n\n\n\n
                • Appropriateness of cognitive complexity according to Bloom\u2019s Taxonomy;<\/li>\n\n\n\n
                • Content validity and disciplinary relevance; and<\/li>\n\n\n\n
                • Balance in the level of difficulty and clarity of assessment items.<\/li>\n<\/ul>\n\n\n\n

                  Recommendations from the review process are communicated to faculty members and incorporated into assessment revisions where necessary. This process contributes to the maintenance of academic standards and the continuous enhancement of assessment quality.<\/p>\n\n\n\n

                  Evaluation of Research Competencies<\/h4>\n\n\n\n

                  Research competence constitutes an essential dimension of academic staff performance. Faculty members are expected to engage actively in scholarly activities that contribute to knowledge creation, professional practice, and curriculum enhancement.<\/p>\n\n\n\n

                  Research competencies are evaluated using multiple performance indicators, including:<\/p>\n\n\n\n

                    \n
                  • Quantity and quality of scholarly publications;<\/li>\n\n\n\n
                  • Publication in nationally and internationally recognized journals;<\/li>\n\n\n\n
                  • Relevance of research to accounting, finance, business, and related disciplines;<\/li>\n\n\n\n
                  • Application of appropriate research methodologies;<\/li>\n\n\n\n
                  • Participation in academic conferences and scholarly networks;<\/li>\n\n\n\n
                  • Submission and management of research grants; and<\/li>\n\n\n\n
                  • Contributions to collaborative and interdisciplinary research initiatives.<\/li>\n<\/ul>\n\n\n\n

                    Faculty members are encouraged to disseminate research findings through publications in indexed journals and presentations at academic conferences, thereby strengthening the research culture of the program and the University.<\/p>\n\n\n\n

                    Communication of Competency Expectations and Performance Outcomes<\/h4>\n\n\n\n

                    Competency expectations are communicated to academic staff through institutional policies, faculty meetings, workload planning processes, academic regulations, and professional development activities. Faculty members receive guidance regarding expected standards in teaching, research, academic service, and professional conduct.<\/p>\n\n\n\n

                    Performance outcomes are communicated through periodic performance reviews, academic committee feedback, student evaluation reports, and annual appraisal processes. These communication mechanisms promote transparency, accountability, and continuous professional development.<\/p>\n\n\n\n

                    Annual Performance Evaluation and Professional Development<\/h4>\n\n\n\n

                    At the end of each academic year, academic staff participate in a comprehensive performance appraisal process administered by the Human Resources Department and faculty management. The appraisal includes:<\/p>\n\n\n\n

                      \n
                    • Evaluation of teaching effectiveness and student learning outcomes;<\/li>\n\n\n\n
                    • Assessment of research productivity and scholarly contributions;<\/li>\n\n\n\n
                    • Review of academic and community service activities;<\/li>\n\n\n\n
                    • Documentation of professional development and training participation;<\/li>\n\n\n\n
                    • Self-assessment of competencies and achievements; and<\/li>\n\n\n\n
                    • Identification of future development goals and improvement plans.<\/li>\n<\/ul>\n\n\n\n

                      The annual performance evaluation serves as an important mechanism for recognizing achievements, identifying developmental needs, and aligning individual performance with institutional strategic objectives.<\/p>\n\n\n\n

                      Contribution to Quality Enhancement<\/h4>\n\n\n\n

                      The systematic determination, evaluation, and communication of faculty competencies contribute significantly to the continuous improvement of program quality. Through regular assessment and feedback, academic staff are supported in maintaining high standards of teaching, expanding research productivity, and enhancing their contributions to institutional and community service activities.<\/p>\n\n\n\n

                      Furthermore, the competency management process enables the program to identify emerging development needs, respond to changes in professional practice, and ensure that faculty capabilities remain aligned with contemporary educational and industry expectations.<\/p>\n\n\n\n

                      Strengths<\/h4>\n\n\n\n

                      The program demonstrates several strengths in the management of academic staff competencies:<\/p>\n\n\n\n

                        \n
                      • Clearly defined competency domains encompassing knowledge, skills, and professional attitudes;<\/li>\n\n\n\n
                      • Systematic evaluation of teaching, research, and service performance;<\/li>\n\n\n\n
                      • Comprehensive assessment moderation and quality assurance procedures;<\/li>\n\n\n\n
                      • Transparent communication of performance expectations and outcomes; and<\/li>\n\n\n\n
                      • Strong alignment between faculty competencies, program objectives, and institutional goals.<\/li>\n<\/ul>\n\n\n\n

                        Areas for Continuous Improvement<\/h4>\n\n\n\n

                        To further strengthen academic staff competency management, the program intends to:<\/p>\n\n\n\n

                          \n
                        • Develop a formal competency framework with measurable performance indicators for each academic rank;<\/li>\n\n\n\n
                        • Expand opportunities for international academic collaboration and professional certification;<\/li>\n\n\n\n
                        • Increase participation in advanced pedagogical and digital learning training programs; and<\/li>\n\n\n\n
                        • Strengthen mentoring and coaching systems to support faculty career development and succession planning.<\/li>\n<\/ul>\n\n\n\n

                          Conclusion<\/h4>\n\n\n\n

                          The Bachelor of Accountancy (International Program) employs a comprehensive and systematic approach to determining, evaluating, and communicating the competencies of academic staff. Through structured recruitment, rigorous performance evaluation, transparent communication processes, and continuous professional development initiatives, the program ensures that faculty members possess and continually enhance the competencies required to deliver high-quality education, advance research excellence, and contribute effectively to academic and community service.<\/p>\n\n\n\n

                          Evidence<\/strong><\/p>\n\n\n\n

                          ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
                          5.3-1<\/td> <\/td><\/tr>
                          5.3-2<\/td> <\/td><\/tr>
                          \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                          5.4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.<\/strong><\/p>\n\n\n\n

                          Operational Result<\/strong><\/p>\n\n\n\n

                          The Bachelor of Accountancy (International Program) at St. Teresa International University (TRSU) employs a systematic and evidence-based approach to the allocation of academic duties. The program ensures that teaching, research, academic service, and administrative responsibilities are assigned in accordance with each faculty member\u2019s academic qualifications, professional expertise, teaching experience, research competencies, and individual strengths. This strategic alignment contributes to the effective utilization of human resources, enhancement of academic quality, and achievement of institutional objectives.<\/p>\n\n\n\n

                          Framework for Academic Duty Allocation<\/h4>\n\n\n\n

                          At the beginning of each academic year, the Faculty of Business Administration develops a comprehensive academic workload and duty allocation plan. The plan is reviewed and discussed during departmental and faculty meetings to ensure transparency, equity, and alignment with program objectives.<\/p>\n\n\n\n

                          The allocation of responsibilities is guided by several key considerations, including:<\/p>\n\n\n\n

                            \n
                          • Academic qualifications and disciplinary specialization (e.g., Accounting, Auditing, Taxation, Finance, and Business Management);<\/li>\n\n\n\n
                          • Subject-matter expertise and professional experience;<\/li>\n\n\n\n
                          • Previous teaching performance and familiarity with course content;<\/li>\n\n\n\n
                          • Research interests, competencies, and scholarly achievements;<\/li>\n\n\n\n
                          • Administrative capabilities and leadership potential; and<\/li>\n\n\n\n
                          • Individual career development goals and professional aspirations.<\/li>\n<\/ul>\n\n\n\n

                            Based on these criteria, faculty members are assigned duties that maximize their potential contributions to teaching excellence, research productivity, academic service, and institutional development. The allocation process is documented through program and faculty records, including Program Specifications (TQF 2), annual workload plans, and departmental meeting minutes.<\/p>\n\n\n\n

                            Alignment of Teaching Responsibilities with Academic Expertise<\/h4>\n\n\n\n

                            Teaching assignments are carefully matched to faculty members\u2019 educational backgrounds and areas of specialization to ensure the effective delivery of curriculum content. Courses are assigned to lecturers who possess the requisite academic qualifications, professional experience, and disciplinary expertise relevant to the subject matter.<\/p>\n\n\n\n

                            This alignment enables faculty members to:<\/p>\n\n\n\n

                              \n
                            • Deliver instruction with a high level of subject competence;<\/li>\n\n\n\n
                            • Integrate current disciplinary developments and professional practices into teaching;<\/li>\n\n\n\n
                            • Employ appropriate pedagogical approaches and assessment strategies; and<\/li>\n\n\n\n
                            • Provide effective academic guidance and support to students.<\/li>\n<\/ul>\n\n\n\n

                              Regular reviews of teaching assignments are conducted to accommodate curriculum revisions, student enrollment trends, and emerging disciplinary requirements, thereby ensuring the continued relevance and effectiveness of teaching delivery.<\/p>\n\n\n\n

                              Alignment of Research Responsibilities with Institutional Priorities<\/h4>\n\n\n\n

                              The program encourages faculty members to undertake research activities that align with the strategic directions of the Faculty of Business Administration and the University. Research initiatives are designed to contribute to knowledge creation, professional practice, and societal development while supporting the University’s mission and vision.<\/p>\n\n\n\n

                              Particular emphasis is placed on research areas such as:<\/p>\n\n\n\n

                                \n
                              • Accounting ethics and corporate governance;<\/li>\n\n\n\n
                              • Financial innovation and digital transformation;<\/li>\n\n\n\n
                              • Small and Medium Enterprise (SME) development;<\/li>\n\n\n\n
                              • Sustainability and responsible business practices; and<\/li>\n\n\n\n
                              • Contemporary issues in accounting, finance, and business management.<\/li>\n<\/ul>\n\n\n\n

                                Faculty members engage in both individual and collaborative research projects and are encouraged to disseminate their findings through academic conferences, scholarly publications, and professional forums. Research outputs published in nationally and internationally recognized journals, including TCI- and Scopus-indexed publications, further demonstrate the alignment between faculty expertise and institutional research priorities.<\/p>\n\n\n\n

                                Mentoring and Development of Academic Staff<\/h4>\n\n\n\n

                                The program fosters a supportive academic environment through structured mentoring and professional development initiatives. Senior faculty members and doctoral-qualified academics play an important role in guiding junior and newly appointed lecturers in their academic and professional development.<\/p>\n\n\n\n

                                Mentoring activities include:<\/p>\n\n\n\n

                                  \n
                                • Collaborative teaching and co-teaching arrangements;<\/li>\n\n\n\n
                                • Peer review of teaching materials, lesson plans, and assessment instruments;<\/li>\n\n\n\n
                                • Guidance on curriculum implementation and quality assurance documentation;<\/li>\n\n\n\n
                                • Support in research design, proposal development, and publication strategies; and<\/li>\n\n\n\n
                                • Advice on academic career progression and professional development opportunities.<\/li>\n<\/ul>\n\n\n\n

                                  These initiatives facilitate the transfer of knowledge and experience, strengthen academic culture, and contribute to the development of future academic leaders within the program.<\/p>\n\n\n\n

                                  Monitoring and Review of Duty Allocation<\/h4>\n\n\n\n

                                  The appropriateness of duty allocation is regularly monitored through faculty meetings, performance evaluations, workload reviews, and quality assurance processes. Program administrators assess whether assigned responsibilities remain aligned with faculty competencies and institutional needs.<\/p>\n\n\n\n

                                  Where necessary, adjustments are made to:<\/p>\n\n\n\n

                                    \n
                                  • Balance teaching and research commitments;<\/li>\n\n\n\n
                                  • Address changes in student enrollment and curriculum structure;<\/li>\n\n\n\n
                                  • Support faculty development and succession planning; and<\/li>\n\n\n\n
                                  • Respond to emerging institutional priorities and industry developments.<\/li>\n<\/ul>\n\n\n\n

                                    This continuous review process ensures that academic responsibilities remain appropriate, equitable, and responsive to changing circumstances.<\/p>\n\n\n\n

                                    Contribution to Program Quality<\/h4>\n\n\n\n

                                    The strategic alignment of duties with faculty qualifications, experience, and aptitude contributes significantly to the quality and effectiveness of the program.<\/p>\n\n\n\n

                                    Key outcomes include:<\/p>\n\n\n\n

                                    Enhanced Teaching Effectiveness<\/strong>
                                    Faculty members teach courses within their areas of expertise, resulting in improved instructional quality, greater student engagement, and stronger achievement of learning outcomes.<\/p>\n\n\n\n

                                    Increased Research Productivity<\/strong>
                                    Alignment of research responsibilities with faculty interests and competencies promotes meaningful scholarly contributions, interdisciplinary collaboration, and increased research output.<\/p>\n\n\n\n

                                    Improved Administrative and Academic Efficiency<\/strong>
                                    Clearly defined roles and responsibilities enhance operational effectiveness, strengthen accountability, and facilitate efficient program management.<\/p>\n\n\n\n

                                    Professional Growth and Staff Motivation<\/strong>
                                    The recognition of individual strengths and career aspirations encourages faculty engagement, supports professional development, and contributes to higher levels of job satisfaction and retention.<\/p>\n\n\n\n

                                    Strengths<\/h4>\n\n\n\n

                                    The program demonstrates several strengths in the allocation of academic duties:<\/p>\n\n\n\n

                                      \n
                                    • Transparent and systematic duty allocation processes;<\/li>\n\n\n\n
                                    • Strong alignment between faculty expertise and assigned responsibilities;<\/li>\n\n\n\n
                                    • Effective integration of teaching, research, and service functions;<\/li>\n\n\n\n
                                    • Active mentoring and capacity-building mechanisms for junior faculty; and<\/li>\n\n\n\n
                                    • Regular review and adjustment of responsibilities to meet evolving academic and institutional needs.<\/li>\n<\/ul>\n\n\n\n

                                      Areas for Continuous Improvement<\/h4>\n\n\n\n

                                      To further enhance the effectiveness of duty allocation, the program intends to:<\/p>\n\n\n\n

                                        \n
                                      • Develop a formal competency-based assignment matrix linking faculty expertise to specific academic responsibilities;<\/li>\n\n\n\n
                                      • Strengthen data-driven workforce planning and workload analytics;<\/li>\n\n\n\n
                                      • Expand interdisciplinary teaching and research opportunities; and<\/li>\n\n\n\n
                                      • Enhance succession planning mechanisms for key academic and administrative positions.<\/li>\n<\/ul>\n\n\n\n

                                        Conclusion<\/h4>\n\n\n\n

                                        The Bachelor of Accountancy (International Program) adopts a systematic, transparent, and faculty-centered approach to the allocation of academic duties. By aligning responsibilities with academic qualifications, professional experience, research competencies, and individual aptitudes, the program ensures the effective utilization of human resources and supports continuous improvement in teaching quality, research excellence, and institutional service. This approach contributes substantially to the achievement of program objectives and the maintenance of academic standards consistent with national and international expectations.<\/p>\n\n\n\n

                                        Evidence<\/strong><\/p>\n\n\n\n

                                        ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
                                        5.4-1<\/td> <\/td><\/tr>
                                        5.4-2<\/td> <\/td><\/tr>
                                        \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                        5.5 The programme to show that promotion of the academic staff is based on a merit system which accounts for teaching, research, and service.<\/strong><\/p>\n\n\n\n

                                        Operational Result<\/strong><\/p>\n\n\n\n

                                        The Bachelor of Accountancy (International Program) at St. Teresa International University (TRSU) implements a transparent and merit-based promotion system that recognizes and rewards academic excellence in teaching, research, academic service, and professional development. The promotion framework is aligned with national higher education regulations, institutional policies, and the strategic objectives of the University. Through systematic performance evaluation and evidence-based assessment, the program ensures that promotion decisions are based on demonstrated achievements and contributions to the University’s academic mission.<\/p>\n\n\n\n

                                        Merit-Based Promotion Framework<\/h4>\n\n\n\n

                                        The University employs a structured performance management system to evaluate the contributions of academic staff and support career advancement. Academic staff are assessed annually through a comprehensive performance appraisal process that measures accomplishments across key dimensions of academic responsibility.<\/p>\n\n\n\n

                                        At the conclusion of each academic year, faculty members are required to submit an Annual Performance Appraisal Report to the Human Resources Department. The report provides documented evidence of achievements and contributions in the areas of:<\/p>\n\n\n\n

                                          \n
                                        • Teaching and learning activities;<\/li>\n\n\n\n
                                        • Research and scholarly outputs;<\/li>\n\n\n\n
                                        • Academic and professional service;<\/li>\n\n\n\n
                                        • Community engagement and outreach initiatives;<\/li>\n\n\n\n
                                        • Professional development and training activities; and<\/li>\n\n\n\n
                                        • Future performance goals and development plans.<\/li>\n<\/ul>\n\n\n\n

                                          The appraisal process encourages faculty members to engage in reflective practice, identify areas for improvement, and align their professional development objectives with institutional priorities and program goals.<\/p>\n\n\n\n

                                          Evaluation of Teaching Excellence<\/h4>\n\n\n\n

                                          Teaching performance constitutes a fundamental component of the promotion process. Faculty members are evaluated based on their effectiveness in facilitating student learning and achieving intended learning outcomes.<\/p>\n\n\n\n

                                          Indicators used to assess teaching excellence include:<\/p>\n\n\n\n

                                            \n
                                          • Student evaluation results and feedback;<\/li>\n\n\n\n
                                          • Achievement of Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs);<\/li>\n\n\n\n
                                          • Quality of course design, teaching materials, and assessment practices;<\/li>\n\n\n\n
                                          • Innovation in teaching methodologies and educational technologies;<\/li>\n\n\n\n
                                          • Academic advising and student mentoring activities; and<\/li>\n\n\n\n
                                          • Peer review and academic supervision outcomes.<\/li>\n<\/ul>\n\n\n\n

                                            Faculty members who consistently demonstrate high standards of teaching effectiveness, student engagement, and educational innovation are recognized and considered favorably in promotion decisions.<\/p>\n\n\n\n

                                            Evaluation of Research Performance<\/h4>\n\n\n\n

                                            Research productivity and scholarly contribution represent key criteria within the merit-based promotion system. Faculty members are encouraged to engage in high-quality research that advances knowledge, supports evidence-based practice, and contributes to national and international academic discourse.<\/p>\n\n\n\n

                                            Research performance is evaluated using several indicators, including:<\/p>\n\n\n\n

                                              \n
                                            • Publications in peer-reviewed national and international journals;<\/li>\n\n\n\n
                                            • Publications indexed in recognized databases such as Scopus and TCI;<\/li>\n\n\n\n
                                            • Research grants and externally funded projects;<\/li>\n\n\n\n
                                            • Conference presentations and scholarly dissemination activities;<\/li>\n\n\n\n
                                            • Research impact and relevance to the fields of accounting, finance, and business; and<\/li>\n\n\n\n
                                            • Contributions to interdisciplinary and collaborative research initiatives.<\/li>\n<\/ul>\n\n\n\n

                                              The promotion system emphasizes both the quality and relevance of research outputs, ensuring that scholarly activities contribute meaningfully to academic development and societal needs.<\/p>\n\n\n\n

                                              Evaluation of Academic and Professional Service<\/h4>\n\n\n\n

                                              In addition to teaching and research, academic staff are assessed on their contributions to institutional development, professional service, and community engagement. These activities reflect the University’s commitment to academic citizenship and social responsibility.<\/p>\n\n\n\n

                                              Service-related performance indicators include:<\/p>\n\n\n\n

                                                \n
                                              • Participation in faculty, program, and university committees;<\/li>\n\n\n\n
                                              • Curriculum development and quality assurance activities;<\/li>\n\n\n\n
                                              • Academic advising and supervision of student projects, internships, and research;<\/li>\n\n\n\n
                                              • Organization of academic conferences, seminars, and professional development activities;<\/li>\n\n\n\n
                                              • Contributions to professional organizations and academic networks; and<\/li>\n\n\n\n
                                              • Community outreach and knowledge-transfer initiatives aligned with the University’s mission.<\/li>\n<\/ul>\n\n\n\n

                                                Recognition of service contributions ensures that promotion decisions reflect the multifaceted role of academic staff within higher education institutions.<\/p>\n\n\n\n

                                                Promotion Review and Decision-Making Process<\/h4>\n\n\n\n

                                                Promotion decisions are conducted through a formal review process designed to ensure fairness, transparency, and consistency. A designated promotion committee evaluates performance appraisal reports and supporting evidence, including:<\/p>\n\n\n\n

                                                  \n
                                                • Teaching performance records and student evaluation results;<\/li>\n\n\n\n
                                                • Research publications and scholarly achievements;<\/li>\n\n\n\n
                                                • Service and leadership contributions;<\/li>\n\n\n\n
                                                • Professional development activities; and<\/li>\n\n\n\n
                                                • Peer recommendations and supporting documentation.<\/li>\n<\/ul>\n\n\n\n

                                                  The committee assesses each candidate against established institutional criteria and academic rank requirements. Promotion pathways are clearly defined in accordance with national and institutional regulations, providing opportunities for advancement from Lecturer to Assistant Professor, Associate Professor, and Professor.<\/p>\n\n\n\n

                                                  To support academic career progression, the University regularly organizes workshops and professional development programs that assist faculty members in preparing documentation and meeting the requirements for academic promotion and title advancement.<\/p>\n\n\n\n

                                                  Contribution to Academic Quality and Faculty Development<\/h4>\n\n\n\n

                                                  The merit-based promotion system serves as an important mechanism for enhancing academic quality and fostering a culture of excellence. By linking career advancement to demonstrated performance and achievement, the system motivates faculty members to continuously improve their teaching effectiveness, research productivity, and service contributions.<\/p>\n\n\n\n

                                                  The implementation of this framework has contributed to:<\/p>\n\n\n\n

                                                    \n
                                                  • Increased scholarly publication output;<\/li>\n\n\n\n
                                                  • Greater participation in national and international research activities;<\/li>\n\n\n\n
                                                  • Enhanced teaching quality and student learning experiences;<\/li>\n\n\n\n
                                                  • Stronger engagement in institutional governance and quality assurance initiatives; and<\/li>\n\n\n\n
                                                  • Continuous professional growth among academic staff.<\/li>\n<\/ul>\n\n\n\n

                                                    These outcomes support the long-term sustainability and academic reputation of the program and the University.<\/p>\n\n\n\n

                                                    Strengths<\/h4>\n\n\n\n

                                                    The program demonstrates several strengths in its promotion system:<\/p>\n\n\n\n

                                                      \n
                                                    • Transparent and clearly communicated promotion criteria;<\/li>\n\n\n\n
                                                    • Balanced evaluation of teaching, research, and service contributions;<\/li>\n\n\n\n
                                                    • Evidence-based performance appraisal processes;<\/li>\n\n\n\n
                                                    • Alignment with national higher education standards and institutional policies; and<\/li>\n\n\n\n
                                                    • Strong support mechanisms for faculty career development and academic advancement.<\/li>\n<\/ul>\n\n\n\n

                                                      Areas for Continuous Improvement<\/h4>\n\n\n\n

                                                      To further strengthen the effectiveness of the promotion system, the program intends to:<\/p>\n\n\n\n

                                                        \n
                                                      • Enhance the use of digital performance management systems for monitoring and documentation;<\/li>\n\n\n\n
                                                      • Expand mentoring and coaching programs for early-career academics seeking promotion;<\/li>\n\n\n\n
                                                      • Increase incentives for high-impact research and international scholarly collaboration; and<\/li>\n\n\n\n
                                                      • Strengthen recognition mechanisms for outstanding contributions in teaching innovation and community engagement.<\/li>\n<\/ul>\n\n\n\n

                                                        Conclusion<\/h4>\n\n\n\n

                                                        The Bachelor of Accountancy (International Program) maintains a comprehensive merit-based promotion system that recognizes academic excellence across teaching, research, and service domains. Through transparent evaluation processes, clearly defined promotion pathways, and continuous professional development support, the program ensures that academic advancement is based on demonstrated achievement and sustained contribution to institutional goals. This merit-oriented approach promotes academic excellence, strengthens faculty motivation, and supports the continuous enhancement of educational quality and research performance.<\/p>\n\n\n\n

                                                        Evidence<\/strong><\/p>\n\n\n\n

                                                        ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
                                                        5.5-1<\/td> <\/td><\/tr>
                                                        5.5-2<\/td> <\/td><\/tr>
                                                        \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/strong><\/td> <\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                                        5.6 The programme to show that the rights and privileges, benefits, roles and relationships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood.<\/strong><\/p>\n\n\n\n

                                                        Operational Result<\/strong><\/p>\n\n\n\n

                                                        The Bachelor of Accountancy (International Program) at St. Teresa International University (TRSU) ensures that the rights, responsibilities, privileges, benefits, professional relationships, and accountability of academic staff are clearly defined, effectively communicated, and consistently implemented. The University has established a comprehensive governance framework that promotes transparency, professional ethics, academic freedom, and institutional accountability, thereby fostering an environment conducive to academic excellence and professional development.<\/p>\n\n\n\n

                                                        Definition and Communication of Academic Staff Rights and Responsibilities<\/h4>\n\n\n\n

                                                        The rights and responsibilities of academic staff are formally documented through institutional policies, employment contracts, staff handbooks, job descriptions, codes of conduct, and performance management guidelines. These documents provide clear guidance regarding faculty roles, professional expectations, employment conditions, and institutional responsibilities.<\/p>\n\n\n\n

                                                        Upon appointment, all academic staff participate in an orientation program conducted by the Faculty Administration and relevant academic leaders. The orientation process introduces faculty members to the University’s mission, vision, strategic objectives, academic regulations, quality assurance requirements, and professional expectations. Particular emphasis is placed on clarifying responsibilities related to teaching, research, academic advising, community engagement, and institutional service.<\/p>\n\n\n\n

                                                        Through these mechanisms, academic staff gain a comprehensive understanding of their professional obligations, institutional roles, and rights as members of the academic community.<\/p>\n\n\n\n

                                                        Roles and Professional Relationships<\/h4>\n\n\n\n

                                                        The University maintains a clearly defined organizational structure that specifies reporting relationships, academic responsibilities, and administrative functions. Individual faculty members are provided with formal job descriptions that outline their specific duties and responsibilities within the program and the broader institutional framework.<\/p>\n\n\n\n

                                                        Depending on their expertise and assigned responsibilities, academic staff may serve in various capacities, including:<\/p>\n\n\n\n

                                                          \n
                                                        • Course instructors and academic advisors;<\/li>\n\n\n\n
                                                        • Program coordinators and curriculum developers;<\/li>\n\n\n\n
                                                        • Research supervisors and project mentors;<\/li>\n\n\n\n
                                                        • Members of faculty and university committees;<\/li>\n\n\n\n
                                                        • Quality assurance contributors; and<\/li>\n\n\n\n
                                                        • Coordinators of academic and community engagement activities.<\/li>\n<\/ul>\n\n\n\n

                                                          Roles and responsibilities are regularly reviewed and communicated through departmental meetings, faculty workshops, institutional memoranda, and academic planning sessions. These communication channels promote mutual understanding, collaboration, and effective coordination among faculty members and administrative units.<\/p>\n\n\n\n

                                                          Rights, Privileges, and Benefits<\/h4>\n\n\n\n

                                                          Academic staff are entitled to a range of rights and privileges that support their professional development and academic contributions. These include access to:<\/p>\n\n\n\n

                                                            \n
                                                          • Professional development and training opportunities;<\/li>\n\n\n\n
                                                          • Research support and scholarly resources;<\/li>\n\n\n\n
                                                          • Participation in academic governance and decision-making processes;<\/li>\n\n\n\n
                                                          • Academic promotion and career advancement pathways;<\/li>\n\n\n\n
                                                          • Institutional facilities and educational technologies; and<\/li>\n\n\n\n
                                                          • Employee welfare and benefit programs in accordance with University policies.<\/li>\n<\/ul>\n\n\n\n

                                                            The University strives to create a supportive academic environment that recognizes faculty contributions and facilitates continuous professional growth.<\/p>\n\n\n\n

                                                            Academic Freedom and Professional Ethics<\/h4>\n\n\n\n

                                                            TRSU recognizes academic freedom as a fundamental principle of higher education and actively supports faculty members in exercising their professional judgment within the framework of academic standards and ethical responsibilities.<\/p>\n\n\n\n

                                                            Academic staff are encouraged to:<\/p>\n\n\n\n

                                                              \n
                                                            • Contribute to curriculum design and curriculum improvement initiatives;<\/li>\n\n\n\n
                                                            • Pursue scholarly research in their areas of expertise and interest;<\/li>\n\n\n\n
                                                            • Engage in academic debate and knowledge dissemination;<\/li>\n\n\n\n
                                                            • Adopt innovative teaching methodologies and assessment practices; and<\/li>\n\n\n\n
                                                            • Participate in professional and academic networks.<\/li>\n<\/ul>\n\n\n\n

                                                              At the same time, academic freedom is exercised within the context of professional ethics, institutional regulations, and societal responsibilities. Faculty members are expected to uphold the highest standards of academic integrity, fairness, objectivity, and respect for diversity in all aspects of their professional practice.<\/p>\n\n\n\n

                                                              The University’s code of ethics and professional conduct provides guidance on responsible academic behavior and serves as a foundation for maintaining public trust and institutional credibility.<\/p>\n\n\n\n

                                                              Accountability and Performance Evaluation<\/h4>\n\n\n\n

                                                              Academic staff accountability is ensured through a comprehensive performance evaluation system that assesses contributions across multiple dimensions of academic responsibility. Faculty performance is reviewed regularly using both quantitative and qualitative indicators aligned with institutional objectives and quality assurance standards.<\/p>\n\n\n\n

                                                              Key areas of evaluation include:<\/p>\n\n\n\n

                                                                \n
                                                              • Teaching effectiveness and student learning outcomes;<\/li>\n\n\n\n
                                                              • Research productivity and scholarly contributions;<\/li>\n\n\n\n
                                                              • Academic and professional service activities;<\/li>\n\n\n\n
                                                              • Community engagement and outreach initiatives;<\/li>\n\n\n\n
                                                              • Professional conduct and ethical behavior;<\/li>\n\n\n\n
                                                              • Collaboration and collegiality; and<\/li>\n\n\n\n
                                                              • Contributions to institutional development and strategic priorities.<\/li>\n<\/ul>\n\n\n\n

                                                                Performance evaluations provide opportunities for constructive feedback, reflection, and continuous improvement. Faculty members are encouraged to identify professional development needs and establish goals that support both individual career advancement and institutional objectives.<\/p>\n\n\n\n

                                                                Promotion of a Culture of Transparency and Shared Responsibility<\/h4>\n\n\n\n

                                                                The University promotes a culture of transparency, accountability, and shared governance through open communication and participatory decision-making processes. Faculty members are encouraged to engage actively in academic discussions, curriculum development, quality assurance activities, and institutional planning initiatives.<\/p>\n\n\n\n

                                                                Regular faculty meetings, committee participation, and collaborative academic activities strengthen professional relationships and ensure that expectations regarding roles, responsibilities, and institutional priorities are consistently communicated and understood.<\/p>\n\n\n\n

                                                                Strengths<\/h4>\n\n\n\n

                                                                The program demonstrates several strengths in defining and communicating academic staff roles and responsibilities:<\/p>\n\n\n\n

                                                                  \n
                                                                • Clearly documented policies governing rights, responsibilities, and professional conduct;<\/li>\n\n\n\n
                                                                • Structured orientation programs that facilitate understanding of institutional expectations;<\/li>\n\n\n\n
                                                                • Well-defined organizational and reporting structures;<\/li>\n\n\n\n
                                                                • Strong support for academic freedom and scholarly inquiry;<\/li>\n\n\n\n
                                                                • Comprehensive performance evaluation and accountability mechanisms; and<\/li>\n\n\n\n
                                                                • A collaborative academic culture that promotes transparency and shared governance.<\/li>\n<\/ul>\n\n\n\n

                                                                  Areas for Continuous Improvement<\/h4>\n\n\n\n

                                                                  To further strengthen faculty engagement and institutional effectiveness, the program intends to:<\/p>\n\n\n\n

                                                                    \n
                                                                  • Enhance digital access to policy documents and faculty resources;<\/li>\n\n\n\n
                                                                  • Expand professional ethics and academic integrity training programs;<\/li>\n\n\n\n
                                                                  • Strengthen communication mechanisms regarding faculty rights, benefits, and development opportunities;<\/li>\n\n\n\n
                                                                  • Increase faculty participation in institutional governance and strategic planning processes; and<\/li>\n\n\n\n
                                                                  • Develop periodic surveys to assess faculty awareness and understanding of institutional policies and responsibilities.<\/li>\n<\/ul>\n\n\n\n

                                                                    Conclusion<\/h4>\n\n\n\n

                                                                    The Bachelor of Accountancy (International Program) maintains a comprehensive framework that clearly defines and communicates the rights, privileges, benefits, roles, professional relationships, and accountability of academic staff. Through transparent policies, structured communication mechanisms, support for academic freedom, and robust performance evaluation systems, the program ensures that faculty members understand their responsibilities and are empowered to contribute effectively to teaching, research, and academic service while upholding the highest standards of professional ethics and institutional accountability.<\/p>\n\n\n\n

                                                                    Evidence<\/strong><\/p>\n\n\n\n

                                                                    ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
                                                                    5.6-1<\/td> <\/td><\/tr>
                                                                    5.6-2<\/td> <\/td><\/tr>
                                                                    \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/strong><\/td> <\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                                                    5.7 The programme to show that the training and developmental needs of the academic staff are systematically identified, and that appropriate training and development activities are implemented to fulfil the identified needs.<\/strong><\/p>\n\n\n\n

                                                                    Operational Result<\/strong><\/p>\n\n\n\n

                                                                    The Bachelor of Accountancy (International Program) at St. Teresa International University (TRSU) adopts a systematic and evidence-based approach to identifying, planning, implementing, and monitoring the training and professional development needs of academic staff. The program recognizes that continuous faculty development is essential for maintaining academic excellence, enhancing teaching effectiveness, strengthening research capabilities, and supporting institutional strategic objectives. Accordingly, faculty development activities are aligned with both individual career aspirations and the University’s long-term academic priorities.<\/p>\n\n\n\n

                                                                    Systematic Identification of Training and Development Needs<\/h4>\n\n\n\n

                                                                    The program employs a comprehensive needs assessment process to identify competency gaps and developmental requirements among academic staff. Training needs are determined through multiple sources of evidence, ensuring that development initiatives are responsive to both institutional and individual needs.<\/p>\n\n\n\n

                                                                    Key mechanisms for identifying training and development needs include:<\/p>\n\n\n\n

                                                                      \n
                                                                    • Annual performance appraisal and competency evaluation processes;<\/li>\n\n\n\n
                                                                    • Self-assessment of professional development needs;<\/li>\n\n\n\n
                                                                    • Peer review and collegial feedback;<\/li>\n\n\n\n
                                                                    • Supervisor and departmental evaluations;<\/li>\n\n\n\n
                                                                    • Student feedback and teaching performance reviews;<\/li>\n\n\n\n
                                                                    • Faculty surveys and needs assessment questionnaires; and<\/li>\n\n\n\n
                                                                    • Strategic reviews conducted by the Faculty Administration and Human Resources Department.<\/li>\n<\/ul>\n\n\n\n

                                                                      Through these mechanisms, faculty members are encouraged to reflect on their professional strengths, developmental challenges, and future career objectives. The outcomes of these evaluations are documented and incorporated into Individual Development Plans (IDPs) and performance improvement strategies, which are reviewed periodically by academic supervisors and institutional management.<\/p>\n\n\n\n

                                                                      Training needs are commonly identified in areas such as:<\/p>\n\n\n\n

                                                                        \n
                                                                      • Innovative teaching and learning methodologies;<\/li>\n\n\n\n
                                                                      • Curriculum design and outcome-based education;<\/li>\n\n\n\n
                                                                      • Digital literacy and educational technologies;<\/li>\n\n\n\n
                                                                      • Research methodology and scholarly publication;<\/li>\n\n\n\n
                                                                      • Quality assurance and accreditation requirements;<\/li>\n\n\n\n
                                                                      • Academic leadership and management; and<\/li>\n\n\n\n
                                                                      • Professional and disciplinary advancements in accounting and business-related fields.<\/li>\n<\/ul>\n\n\n\n

                                                                        Strategic Training and Professional Development Initiatives<\/h4>\n\n\n\n

                                                                        To address identified developmental needs, the University implements a broad range of training and professional development activities designed to enhance faculty competencies and support academic excellence.<\/p>\n\n\n\n

                                                                        Major development initiatives include:<\/p>\n\n\n\n

                                                                        Academic and Pedagogical Development<\/strong><\/p>\n\n\n\n

                                                                        Faculty members participate in workshops and training programs related to outcome-based education, active learning strategies, curriculum innovation, assessment design, assurance of learning, and student-centered pedagogies. These initiatives support continuous improvement in teaching quality and student learning outcomes.<\/p>\n\n\n\n

                                                                        Research Capacity Building<\/strong><\/p>\n\n\n\n

                                                                        The University provides training and mentoring opportunities aimed at strengthening research competencies. Activities include research methodology workshops, academic writing seminars, publication support programs, grant proposal development sessions, and training related to publication in nationally and internationally recognized journals, including TCI- and Scopus-indexed journals.<\/p>\n\n\n\n

                                                                        Knowledge Management and Best Practice Sharing<\/strong><\/p>\n\n\n\n

                                                                        Knowledge Management (KM) workshops are organized regularly to facilitate the exchange of best practices, innovative teaching approaches, research experiences, and quality assurance initiatives among academic staff. These collaborative activities contribute to institutional learning and continuous improvement.<\/p>\n\n\n\n

                                                                        Digital Competency Development<\/strong><\/p>\n\n\n\n

                                                                        Recognizing the growing importance of technology-enhanced learning, faculty members are encouraged to participate in training programs focused on digital pedagogy, learning management systems, educational technology tools, data analytics, and online teaching methodologies.<\/p>\n\n\n\n

                                                                        Academic Career Development<\/strong><\/p>\n\n\n\n

                                                                        The University actively supports faculty members pursuing advanced academic qualifications, academic titles, and professional certifications. Financial assistance and institutional support are provided for doctoral studies, academic rank advancement workshops, and professional development activities that contribute to long-term career progression.<\/p>\n\n\n\n

                                                                        Implementation and Monitoring of Development Activities<\/h4>\n\n\n\n

                                                                        The implementation of faculty development activities is systematically monitored to ensure effectiveness and alignment with identified needs. The Faculty Administration and Human Resources Department maintain records of training participation, professional development achievements, and competency enhancement activities.<\/p>\n\n\n\n

                                                                        Training participation is documented through:<\/p>\n\n\n\n

                                                                          \n
                                                                        • Individual professional development records;<\/li>\n\n\n\n
                                                                        • Annual performance appraisal reports;<\/li>\n\n\n\n
                                                                        • Training attendance records and certificates;<\/li>\n\n\n\n
                                                                        • Research and publication achievements; and<\/li>\n\n\n\n
                                                                        • Academic promotion and career development milestones.<\/li>\n<\/ul>\n\n\n\n

                                                                          On average, academic staff participate in approximately 20\u201330 hours of structured professional development activities annually, in addition to informal learning, mentoring, research collaboration, and self-directed professional growth initiatives.<\/p>\n\n\n\n

                                                                          The effectiveness of development activities is evaluated through post-training feedback, performance reviews, teaching evaluations, research outcomes, and evidence of competency improvement. Findings from these evaluations inform future training plans and resource allocation decisions.<\/p>\n\n\n\n

                                                                          Alignment with Institutional and Program Objectives<\/h4>\n\n\n\n

                                                                          Faculty development initiatives are strategically aligned with the mission, vision, and strategic priorities of the Faculty of Business Administration and St. Teresa International University. The training and development framework supports the University’s commitment to academic excellence, innovation, and continuous quality enhancement.<\/p>\n\n\n\n

                                                                          Particular emphasis is placed on:<\/p>\n\n\n\n

                                                                            \n
                                                                          • Promoting a culture of lifelong learning and continuous professional development;<\/li>\n\n\n\n
                                                                          • Enhancing teaching effectiveness and student learning experiences;<\/li>\n\n\n\n
                                                                          • Strengthening research productivity and scholarly impact;<\/li>\n\n\n\n
                                                                          • Supporting academic promotion and career advancement;<\/li>\n\n\n\n
                                                                          • Improving quality assurance and accreditation readiness;<\/li>\n\n\n\n
                                                                          • Advancing digital transformation in higher education; and<\/li>\n\n\n\n
                                                                          • Encouraging research and community engagement that address national, regional, and global economic challenges.<\/li>\n<\/ul>\n\n\n\n

                                                                            Contribution to Academic Quality Enhancement<\/h4>\n\n\n\n

                                                                            The systematic identification and fulfilment of faculty development needs have contributed significantly to the continuous improvement of academic quality within the program. Faculty members are better equipped to adopt innovative teaching practices, conduct high-quality research, engage effectively with stakeholders, and contribute to institutional development.<\/p>\n\n\n\n

                                                                            The outcomes of these initiatives include:<\/p>\n\n\n\n

                                                                              \n
                                                                            • Improved teaching effectiveness and student satisfaction;<\/li>\n\n\n\n
                                                                            • Increased scholarly publications and research participation;<\/li>\n\n\n\n
                                                                            • Enhanced adoption of educational technologies;<\/li>\n\n\n\n
                                                                            • Greater faculty engagement in quality assurance activities;<\/li>\n\n\n\n
                                                                            • Improved readiness for academic promotion; and<\/li>\n\n\n\n
                                                                            • Strengthened alignment between faculty competencies and program objectives.<\/li>\n<\/ul>\n\n\n\n

                                                                              Strengths<\/h4>\n\n\n\n

                                                                              The program demonstrates several strengths in academic staff development:<\/p>\n\n\n\n

                                                                                \n
                                                                              • Systematic and evidence-based identification of training needs;<\/li>\n\n\n\n
                                                                              • Comprehensive professional development opportunities across teaching, research, and service domains;<\/li>\n\n\n\n
                                                                              • Strong institutional support for faculty advancement and lifelong learning;<\/li>\n\n\n\n
                                                                              • Effective integration of knowledge-sharing and collaborative learning practices; and<\/li>\n\n\n\n
                                                                              • Alignment of development activities with institutional strategic goals.<\/li>\n<\/ul>\n\n\n\n

                                                                                Areas for Continuous Improvement<\/h4>\n\n\n\n

                                                                                To further enhance the effectiveness of faculty development initiatives, the program plans to:<\/p>\n\n\n\n

                                                                                  \n
                                                                                • Develop a competency-based professional development framework with measurable learning outcomes;<\/li>\n\n\n\n
                                                                                • Expand international training and academic exchange opportunities;<\/li>\n\n\n\n
                                                                                • Increase support for advanced research training and external grant acquisition;<\/li>\n\n\n\n
                                                                                • Strengthen mentoring and coaching systems for early-career faculty members; and<\/li>\n\n\n\n
                                                                                • Utilize digital learning analytics to evaluate the long-term impact of training programs on faculty performance.<\/li>\n<\/ul>\n\n\n\n

                                                                                  Conclusion<\/h4>\n\n\n\n

                                                                                  The Bachelor of Accountancy (International Program) maintains a systematic and comprehensive approach to identifying and addressing the training and developmental needs of academic staff. Through structured needs assessment processes, targeted professional development initiatives, continuous monitoring, and alignment with institutional priorities, the program ensures that faculty members continuously enhance their competencies and remain well-equipped to contribute effectively to teaching excellence, research advancement, and academic service. These efforts support the program’s commitment to continuous quality improvement and academic excellence.<\/p>\n\n\n\n

                                                                                  Evidence<\/strong><\/p>\n\n\n\n

                                                                                  ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
                                                                                  5.7-1<\/td> <\/td><\/tr>
                                                                                  5.7-2<\/td> <\/td><\/tr>
                                                                                  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/strong><\/td> <\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                                                                  5.8 The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality.<\/strong><\/p>\n\n\n\n

                                                                                  Operational Result<\/strong><\/p>\n\n\n\n

                                                                                  The Bachelor of Accountancy (International Program) at St. Teresa International University (TRSU) has established a comprehensive performance management system to assess, monitor, and enhance the quality of academic staff performance in teaching, research, academic service, and professional development. The system is designed to promote accountability, continuous improvement, and excellence in academic practice while ensuring alignment with the University’s strategic objectives and quality assurance requirements.<\/p>\n\n\n\n

                                                                                  The performance management framework integrates systematic evaluation, constructive feedback, professional development planning, and merit-based recognition mechanisms. Through these processes, faculty members are encouraged to continuously improve their professional competencies and contribute effectively to the achievement of program and institutional goals.<\/p>\n\n\n\n

                                                                                  Performance Management Framework<\/h4>\n\n\n\n

                                                                                  Academic staff performance is assessed through a multi-dimensional evaluation system that incorporates both quantitative and qualitative measures. The evaluation process is conducted regularly and draws upon multiple sources of evidence to ensure fairness, transparency, and reliability.<\/p>\n\n\n\n

                                                                                  The key components of the performance management system include:<\/p>\n\n\n\n

                                                                                    \n
                                                                                  • Student evaluations of teaching effectiveness;<\/li>\n\n\n\n
                                                                                  • Self-assessment and reflective performance reports;<\/li>\n\n\n\n
                                                                                  • Peer review and collegial evaluation;<\/li>\n\n\n\n
                                                                                  • Supervisor and departmental performance reviews;<\/li>\n\n\n\n
                                                                                  • Research and scholarly achievement records; and<\/li>\n\n\n\n
                                                                                  • Contributions to academic service, quality assurance, and institutional development.<\/li>\n<\/ul>\n\n\n\n

                                                                                    This holistic approach enables the program to assess faculty performance comprehensively while supporting evidence-based decision-making related to professional development, promotion, and recognition.<\/p>\n\n\n\n

                                                                                    Assessment of Teaching Quality<\/h4>\n\n\n\n

                                                                                    Teaching performance is systematically evaluated to ensure the effectiveness of instructional delivery and the achievement of intended learning outcomes. Student feedback is collected through institutional evaluation systems integrated with course monitoring and quality assurance processes.<\/p>\n\n\n\n

                                                                                    Teaching quality is assessed using multiple indicators, including:<\/p>\n\n\n\n

                                                                                      \n
                                                                                    • Student evaluation results relating to teaching effectiveness, course organization, and classroom engagement;<\/li>\n\n\n\n
                                                                                    • Alignment between course delivery, assessment practices, and intended learning outcomes;<\/li>\n\n\n\n
                                                                                    • Compliance with curriculum specifications and quality assurance requirements;<\/li>\n\n\n\n
                                                                                    • Innovation in teaching methodologies and learning activities;<\/li>\n\n\n\n
                                                                                    • Effectiveness of student advising and academic support; and<\/li>\n\n\n\n
                                                                                    • Peer observations and reviews of teaching practices.<\/li>\n<\/ul>\n\n\n\n

                                                                                      Following the completion of each semester, faculty members receive comprehensive feedback reports that provide insights into their strengths and areas requiring further development. This feedback mechanism supports reflective practice and continuous enhancement of teaching effectiveness.<\/p>\n\n\n\n

                                                                                      Assessment of Research Quality<\/h4>\n\n\n\n

                                                                                      Research performance is evaluated as a critical component of academic staff development and institutional excellence. Faculty members are encouraged to engage in scholarly activities that contribute to disciplinary knowledge, professional practice, and societal development.<\/p>\n\n\n\n

                                                                                      Research quality is assessed through indicators such as:<\/p>\n\n\n\n

                                                                                        \n
                                                                                      • Publications in peer-reviewed national and international journals;<\/li>\n\n\n\n
                                                                                      • Publications indexed in recognized databases, including Scopus and TCI;<\/li>\n\n\n\n
                                                                                      • Research grants and externally funded projects;<\/li>\n\n\n\n
                                                                                      • Participation in academic conferences, seminars, and scholarly forums;<\/li>\n\n\n\n
                                                                                      • Contributions to interdisciplinary and collaborative research initiatives;<\/li>\n\n\n\n
                                                                                      • Integration of research outcomes into teaching and curriculum development; and<\/li>\n\n\n\n
                                                                                      • Research impact and relevance to accounting, finance, business, and related fields.<\/li>\n<\/ul>\n\n\n\n

                                                                                        The evaluation process emphasizes both the quantity and quality of scholarly outputs, ensuring that research activities contribute meaningfully to academic advancement and institutional reputation.<\/p>\n\n\n\n

                                                                                        Feedback and Continuous Improvement Mechanisms<\/h4>\n\n\n\n

                                                                                        A central objective of the performance management system is to support continuous professional development. Faculty members receive structured feedback following each evaluation cycle, enabling them to identify strengths, address developmental needs, and establish future performance goals.<\/p>\n\n\n\n

                                                                                        Performance evaluation results are utilized to:<\/p>\n\n\n\n

                                                                                          \n
                                                                                        • Develop individual professional development plans;<\/li>\n\n\n\n
                                                                                        • Identify training and capacity-building needs;<\/li>\n\n\n\n
                                                                                        • Support academic promotion and career advancement;<\/li>\n\n\n\n
                                                                                        • Enhance teaching and research performance; and<\/li>\n\n\n\n
                                                                                        • Strengthen alignment between faculty activities and institutional strategic priorities.<\/li>\n<\/ul>\n\n\n\n

                                                                                          This developmental approach ensures that performance management functions not only as an evaluation mechanism but also as a catalyst for professional growth and quality enhancement.<\/p>\n\n\n\n

                                                                                          Reward and Recognition System<\/h4>\n\n\n\n

                                                                                          The University implements a merit-based reward and recognition system that acknowledges and celebrates outstanding achievements in teaching, research, academic service, and institutional leadership. The system is designed to motivate faculty members, reinforce a culture of excellence, and encourage sustained professional achievement.<\/p>\n\n\n\n

                                                                                          Forms of recognition include:<\/p>\n\n\n\n

                                                                                            \n
                                                                                          • Awards for excellence in teaching and student engagement;<\/li>\n\n\n\n
                                                                                          • Recognition of outstanding research productivity and scholarly publications;<\/li>\n\n\n\n
                                                                                          • Incentives for publications in nationally and internationally indexed journals;<\/li>\n\n\n\n
                                                                                          • Support for academic promotion and advancement to higher academic ranks;<\/li>\n\n\n\n
                                                                                          • Financial assistance for professional development and academic title applications;<\/li>\n\n\n\n
                                                                                          • Opportunities to assume leadership roles within academic and administrative structures; and<\/li>\n\n\n\n
                                                                                          • Formal recognition during institutional ceremonies and academic events.<\/li>\n<\/ul>\n\n\n\n

                                                                                            The criteria for recognition are clearly communicated and aligned with institutional performance standards, ensuring transparency and consistency in the reward process.<\/p>\n\n\n\n

                                                                                            Contribution to Academic Quality Enhancement<\/h4>\n\n\n\n

                                                                                            The implementation of performance management, reward, and recognition mechanisms has contributed significantly to the enhancement of academic quality within the program. The system promotes a culture of accountability, professional excellence, and continuous improvement among faculty members.<\/p>\n\n\n\n

                                                                                            Positive outcomes include:<\/p>\n\n\n\n

                                                                                              \n
                                                                                            • Improved teaching effectiveness and student learning experiences;<\/li>\n\n\n\n
                                                                                            • Increased research productivity and scholarly dissemination;<\/li>\n\n\n\n
                                                                                            • Greater faculty engagement in institutional development and quality assurance activities;<\/li>\n\n\n\n
                                                                                            • Enhanced motivation and job satisfaction among academic staff; and<\/li>\n\n\n\n
                                                                                            • Stronger alignment between individual performance and strategic institutional objectives.<\/li>\n<\/ul>\n\n\n\n

                                                                                              These outcomes support the continuous improvement of the Bachelor of Accountancy program and contribute to the University’s academic reputation and competitiveness.<\/p>\n\n\n\n

                                                                                              Strengths<\/h4>\n\n\n\n

                                                                                              The program demonstrates several strengths in its performance management and recognition practices:<\/p>\n\n\n\n

                                                                                                \n
                                                                                              • Comprehensive and evidence-based performance evaluation processes;<\/li>\n\n\n\n
                                                                                              • Multiple sources of performance data that enhance reliability and fairness;<\/li>\n\n\n\n
                                                                                              • Strong integration of evaluation, feedback, and professional development planning;<\/li>\n\n\n\n
                                                                                              • Transparent and merit-based reward and recognition mechanisms; and<\/li>\n\n\n\n
                                                                                              • Alignment of performance indicators with teaching, research, and service responsibilities.<\/li>\n<\/ul>\n\n\n\n

                                                                                                Areas for Continuous Improvement<\/h4>\n\n\n\n

                                                                                                To further strengthen the effectiveness of the performance management system, the program plans to:<\/p>\n\n\n\n

                                                                                                  \n
                                                                                                • Expand the use of digital performance analytics and dashboard reporting tools;<\/li>\n\n\n\n
                                                                                                • Enhance benchmarking of faculty performance against national and international standards;<\/li>\n\n\n\n
                                                                                                • Increase incentives for high-impact research and international collaboration;<\/li>\n\n\n\n
                                                                                                • Strengthen recognition mechanisms for innovation in teaching and community engagement; and<\/li>\n\n\n\n
                                                                                                • Develop longitudinal analyses to evaluate the long-term impact of reward and recognition initiatives on faculty performance.<\/li>\n<\/ul>\n\n\n\n

                                                                                                  Conclusion<\/h4>\n\n\n\n

                                                                                                  The Bachelor of Accountancy (International Program) maintains a systematic and comprehensive performance management system that effectively evaluates and enhances academic staff performance in teaching, research, and service. Through structured assessment processes, continuous feedback mechanisms, and merit-based reward and recognition practices, the program fosters a culture of excellence, accountability, and professional development. These initiatives contribute significantly to the continuous improvement of academic quality and the achievement of institutional objectives.<\/p>\n\n\n\n

                                                                                                  Evidence<\/strong><\/p>\n\n\n\n

                                                                                                  ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
                                                                                                  5.8-1<\/td> <\/td><\/tr>
                                                                                                  5.8-2<\/td> <\/td><\/tr>
                                                                                                  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..<\/strong><\/td> <\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                                                                                  Self-Assessment<\/strong><\/p>\n\n\n\n

                                                                                                  Requirements<\/strong><\/strong><\/td>Result<\/strong><\/strong><\/td>Score<\/strong><\/strong><\/td><\/tr>
                                                                                                  5.1 The programme to show that academic staff planning (including succession, promotion, re-deployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfill the needs for education, research, and service.<\/td>\/<\/td>1<\/td><\/tr>
                                                                                                  5.3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated.<\/td>\/<\/td><\/tr>
                                                                                                  5.2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service.<\/td>\/<\/td>1<\/td><\/tr>
                                                                                                  5.4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.<\/td>\/<\/td><\/tr>
                                                                                                  5.5 The programme to show that promotion of the academic staff is based on a merit system which accounts for teaching, research, and service.<\/td>\/<\/td>1<\/td><\/tr>
                                                                                                  5.6 The programme to show that the rights and privileges, benefits, roles and relationships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood.<\/td>\/<\/td><\/tr>
                                                                                                  5.7 The programme to show that the training and developmental needs of the academic staff are systematically identified, and that appropriate training and development activities are implemented to fulfil the identified needs.<\/td>\/<\/td>1<\/td><\/tr>
                                                                                                  5.8 The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality.<\/td>\/<\/td>1<\/td><\/tr>
                                                                                                  Overall<\/strong><\/strong><\/td>5<\/strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"","class_list":["post-15316","acc_report","type-acc_report","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/qa.trsu.ac.th\/business\/index.php?rest_route=\/wp\/v2\/acc_report\/15316","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/qa.trsu.ac.th\/business\/index.php?rest_route=\/wp\/v2\/acc_report"}],"about":[{"href":"https:\/\/qa.trsu.ac.th\/business\/index.php?rest_route=\/wp\/v2\/types\/acc_report"}],"replies":[{"embeddable":true,"href":"https:\/\/qa.trsu.ac.th\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=15316"}],"wp:attachment":[{"href":"https:\/\/qa.trsu.ac.th\/business\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=15316"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}