{"id":15337,"date":"2025-03-09T07:26:35","date_gmt":"2025-03-09T07:26:35","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/business\/?post_type=bba_program&p=15337"},"modified":"2026-06-15T01:46:59","modified_gmt":"2026-06-15T01:46:59","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%99-2","status":"publish","type":"bba_program","link":"https:\/\/qa.trsu.ac.th\/business\/?bba_program=%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%99-2","title":{"rendered":"4. BBA Criterion 2. Programme Structure and Content"},"content":{"rendered":"\n

Criterion 2 – Programme Structure and Content<\/strong><\/strong><\/p>\n\n\n\n

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

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

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\"\"<\/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

2.1 The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all stakeholders.<\/strong><\/p>\n\n\n\n

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

Performance<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration program of St. Teresa International University is committed to producing quality graduates equipped with moral values and integrity, relevant business knowledge and skills, professional competencies, and English language proficiency. The program specifications and course specifications are designed to support the university’s philosophy, vision, mission, and commitment to quality education.<\/p>\n\n\n\n

Comprehensive Program and Course Specifications<\/strong> <\/p>\n\n\n\n

The BBA program specifications are comprehensive and include essential information such as the program philosophy, objectives, Program Learning Outcomes, curriculum structure, course descriptions, credit requirements, study plan, teaching and learning strategies, assessment methods, internship or cooperative education requirements, and graduation requirements. These specifications provide clear guidance to students, lecturers, administrators, and external stakeholders on the program’s purpose, structure, delivery, and expected outcomes.<\/p>\n\n\n\n

Each course in the BBA program is developed with clear Course Learning Outcomes that are aligned with the Program Learning Outcomes. The CLOs are designed using outcomes-based education principles and are guided by Bloom’s Taxonomy to ensure appropriate learning levels. The course specifications also reflect the expected knowledge, skills, and attitudes that students must develop.<\/p>\n\n\n\n

Component of Course Specification<\/strong><\/td>Description<\/strong><\/td><\/tr>
Course Title and Code<\/strong><\/td>Identifies the official course name and classification within the curriculum<\/td><\/tr>
Course Description<\/strong><\/td>Provides the scope, focus, and content of the course<\/td><\/tr>
Credit Requirements<\/strong><\/td>Indicates the number of credits and learning hours required<\/td><\/tr>
Course Learning Outcomes<\/strong><\/td>Defines the expected knowledge, skills, attitudes, and competencies students should achieve<\/td><\/tr>
Teaching and Learning Strategies<\/strong><\/td>Identifies the methods used to deliver the course, such as lectures, discussions, case studies, projects, presentations, research, and practical activities<\/td><\/tr>
Assessment Methods<\/strong><\/td>Specifies how student achievement will be measured through exams, assignments, presentations, projects, research, internship, or other outputs<\/td><\/tr>
Course Topics and Schedule<\/strong><\/td>Provides the sequence of lessons, topics, and learning activities<\/td><\/tr>
Learning Resources<\/strong><\/td>Identifies textbooks, references, digital materials, research resources, and other learning support materials<\/td><\/tr>
Alignment with PLOs<\/strong><\/td>Shows how the course contributes to the achievement of program outcomes<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Up-to-Date Program and Course Specifications<\/strong><\/p>\n\n\n\n

The BBA program undergoes regular review and revision to ensure its specifications remain current, relevant, and responsive to stakeholder needs and the changing demands of the industry. The program follows the regular five-year curriculum revision cycle. The most recent comprehensive revision was conducted in 2020, during which the program adopted outcomes-based education principles and updated its course descriptions, course content, learning outcomes, teaching and learning strategies, and assessment methods.<\/p>\n\n\n\n

The revision process involves reviewing stakeholder needs, industry expectations, institutional priorities, and program outcomes. Inputs from stakeholders are considered in formulating and improving the Program Learning Outcomes and ensuring alignment with the vision and mission of the college and university.<\/p>\n\n\n\n

Course specifications are also reviewed every semester through course review processes. Course coordinators and academic staff review feedback, course implementation outcomes, student performance, and stakeholder suggestions. Necessary adjustments are made to improve course content, teaching strategies, assessment methods, learning resources, and alignment with the Program Learning Outcomes.<\/p>\n\n\n\n

Availability and Communication to Stakeholders<\/strong><\/p>\n\n\n\n

The program specifications and course information are made available and communicated to stakeholders through various platforms and activities. These ensure that students, lecturers, parents, employers, internship providers, university personnel, and other stakeholders are properly informed about the program structure, expected outcomes, learning requirements, and academic processes.<\/p>\n\n\n\n

Stakeholder Communication Mode<\/strong><\/td>Stakeholders Reached<\/strong><\/td>Purpose<\/strong><\/td><\/tr>
Institutional Website<\/strong><\/td>Prospective students, current students, parents, employers, public stakeholders<\/td>Provides information on program offerings, curriculum, admission, and academic information<\/td><\/tr>
Social Media Accounts<\/strong><\/td>Prospective students, current students, parents, alumni, public stakeholders<\/td>Communicates updates, activities, announcements, and program-related information<\/td><\/tr>
Faculty Orientation<\/strong><\/td>Academic staff and lecturers<\/td>Communicates program specifications, course requirements, teaching expectations, assessment practices, and academic policies<\/td><\/tr>
General Orientation<\/strong><\/td>New students and parents<\/td>Introduces the program, curriculum structure, academic rules, student services, and learning expectations<\/td><\/tr>
Intensive English Program Orientation<\/strong><\/td>Students<\/td>Communicates English learning expectations, language support, and preparation for academic success<\/td><\/tr>
Course Orientation \/ First Class Meeting<\/strong><\/td>Students<\/td>Explains the course outline, CLOs, teaching strategies, assessment methods, requirements, and learning resources<\/td><\/tr>
Pre-Cooperative Education Orientation<\/strong><\/td>Student interns and internship coordinators<\/td>Communicates internship requirements, expectations, assessment tools, workplace conduct, and learning outcomes<\/td><\/tr>
Post-Internship Seminar<\/strong><\/td>Students, lecturers, internship coordinators, industry partners<\/td>Shares internship experiences, evaluates learning outcomes, and gathers feedback for improvement<\/td><\/tr>
Company Visits and Internship Visitation<\/strong><\/td>Employers, internship providers, students, lecturers<\/td>Communicates program expectations, monitors student performance, and gathers industry feedback<\/td><\/tr>
Marketing Activities<\/strong><\/td>Prospective students, parents, schools, external stakeholders<\/td>Provides program information and promotes understanding of the BBA curriculum and career opportunities<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Review and Approval of Specifications<\/strong><\/p>\n\n\n\n

The development, review, and approval of program and course specifications follow institutional procedures. Course specifications are reviewed by the course coordinator, Head of Department, Program Committee, Academic Committee, and Dean. Suggestions, comments, and verification results are considered to ensure that the specifications remain accurate, relevant, and aligned with the Program Learning Outcomes.<\/p>\n\n\n\n

The program continuously improves its specifications by integrating updated information, learning technologies, teaching strategies, assessment practices, and stakeholder feedback. These processes help ensure that the BBA program remains responsive to academic standards, industry needs, and the expectations of students and other stakeholders.<\/p>\n\n\n\n

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

The program and course specifications of the Bachelor of Business Administration program are comprehensive, up-to-date, and communicated to stakeholders through multiple platforms and activities. The specifications clearly define the curriculum structure, learning outcomes, course content, teaching and learning strategies, assessment methods, learning resources, and academic requirements. Through regular curriculum review, semester-based course review, stakeholder feedback, and institutional approval processes, the program ensures its specifications remain relevant, accessible, and aligned with the expected learning outcomes and stakeholder needs.<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
2.1.1<\/td>University Website<\/a><\/td><\/tr>
2.1.2<\/td>Faculty of Business Administration Page<\/a><\/td><\/tr>
2.1.3<\/td>Program and Course Specifications in TQF 2<\/a><\/td><\/tr>
2.1.4<\/td>Course Brochure<\/a><\/td><\/tr>
2.1.5<\/td>Study Plan<\/a><\/td><\/tr>
2.1.6<\/td>Curriculum Committee Revision Meeting<\/a><\/td><\/tr>
2.1.7<\/td>Annual Personnel Meeting<\/a><\/td><\/tr>
2.1.8<\/td>Students’ General Orientation<\/a><\/td><\/tr>
2.1.9<\/td>Intensive English Program Orientation<\/a><\/td><\/tr>
2.1.10<\/td>Post-Internship Seminar<\/a><\/td><\/tr>
2.1.11<\/td>International Tour of Bangladesh Student<\/a><\/td><\/tr>
2.1.12<\/td>Students’ Visit at St Teresa International University<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes.<\/strong><\/p>\n\n\n\n

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

Performance<\/strong><\/p>\n\n\n\n

The Bachelor of Business Administration program ensures that its curriculum is constructively aligned with the expected learning outcomes. The curriculum design follows outcomes-based education principles, aligning the Program Learning Outcomes, Course Learning Outcomes, teaching and learning strategies, assessment methods, and course content to ensure that students progressively develop the expected knowledge, skills, values, professional competencies, communication abilities, and practical business capabilities.<\/p>\n\n\n\n

The curriculum is designed to support the university\u2019s vision and mission and to respond to the needs of stakeholders, the labor market, and the business industry, particularly in the areas of International Business, Logistics Management, Tourism, and Hotel Management. The alignment of the curriculum is reviewed through TQF 2 and TQF 3, course reviews, curriculum meetings, and stakeholder feedback.<\/p>\n\n\n\n

System and Mechanism for Curriculum Alignment<\/strong><\/p>\n\n\n\n

Process<\/strong><\/strong><\/td>Implementation<\/strong><\/strong><\/td><\/tr>
Curriculum Planning and Review<\/td>The Program Coordinator organizes meetings with full-time lecturers to assess the achievement of the objectives of the current curriculum and identify areas for improvement.<\/td><\/tr>
Curriculum Development or Revision<\/td>The program prepares plans for new curriculum development or revision of the existing curriculum based on institutional requirements, government regulations, stakeholder feedback, market needs, and industry trends.<\/td><\/tr>
Review of TQF 3<\/td>An appointed committee reviews the teaching plan and assessment plan of lecturers through the TQF 3 to ensure that course delivery is aligned with the Course Learning Outcomes and Program Learning Outcomes.<\/td><\/tr>
Alignment of Teaching and Learning Activities<\/td>The TQF 3 clearly states the learning outcomes, course content, teaching strategies, learning activities, and assessment methods used to achieve the intended outcomes.<\/td><\/tr>
Use of TQF 2 as Curriculum Guide<\/td>The TQF 2 serves as the main reference for evaluating whether all courses are delivered in accordance with the approved curriculum structure and expected outcomes.<\/td><\/tr>
Continuous Course Improvement<\/td>Improvements identified from course implementation, stakeholder feedback, student performance, and TQF 5 results are incorporated into the next offering of the same course.<\/td><\/tr>
Stakeholder and Market Responsiveness<\/td>The delivery of courses is continuously improved based on the needs of the market, stakeholders, logistics industry, tourism and hotel industry, and available institutional resources.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Constructive Alignment of Curriculum Components<\/strong><\/p>\n\n\n\n

Curriculum Component<\/strong><\/strong><\/td>Constructive Alignment<\/strong><\/strong><\/td><\/tr>
Program Learning Outcomes<\/strong><\/td>Define the expected competencies of BBA graduates in ethics, knowledge, cognitive skills, interpersonal skills, responsibility, numerical analysis, communication, and information technology.<\/td><\/tr>
Course Learning Outcomes<\/strong><\/td>Each course has specific CLOs that are derived from and aligned with the Program Learning Outcomes.<\/td><\/tr>
Course Content<\/strong><\/td>Course topics and learning materials are selected to support the achievement of the CLOs and PLOs.<\/td><\/tr>
Teaching and Learning Strategies<\/strong><\/td>Teaching methods such as lectures, discussions, case studies, simulations, research activities, business plans, presentations, practical activities, and internship are selected based on the intended outcomes.<\/td><\/tr>
Assessment Methods<\/strong><\/td>Examinations, assignments, case analyses, projects, presentations, research outputs, capstone activities, internship reports, and performance-based assessments are used to measure students\u2019 achievement of the learning outcomes.<\/td><\/tr>
Course Review and Improvement<\/strong><\/td>TQF 5 results, lecturer reflections, student performance, and stakeholder feedback are used to improve course delivery and curriculum alignment.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Alignment of Learning Outcome Domains with Curriculum Design<\/strong><\/p>\n\n\n\n

Learning Outcome Domain<\/strong><\/strong><\/td>Expected Learning Outcomes<\/strong><\/strong><\/td>Curriculum Design and Delivery<\/strong><\/strong><\/td><\/tr>
Group 1: Moral and Ethics<\/strong><\/strong><\/td>Students are expected to demonstrate personal integrity, professional ethics, self-discipline, responsibility, leadership, volunteerism, and respect for social standards.<\/td>The curriculum integrates ethics-related topics, classroom discipline, group work, case analysis, role-playing, community-related activities, and professional conduct expectations. These help students develop moral values, responsibility, honesty, and ethical behavior in academic and professional settings.<\/td><\/tr>
Group 2: Knowledge<\/strong><\/td>Students are expected to acquire systematic, global, and up-to-date knowledge of business theories and practices. They are also expected to apply knowledge in accounting, finance, business law, taxation, management, economics, statistics, international business, logistics, tourism, and hospitality.<\/td>The curriculum includes general education, core business courses, major courses, research-related courses, and professional courses. These courses develop students\u2019 business knowledge, analytical ability, research capability, and understanding of current business and industry practices.<\/td><\/tr>
Group 3: Cognitive Skills<\/strong><\/td>Students are expected to analyze problems, apply theoretical and practical knowledge, solve business issues, conduct research, use statistical data, and create innovative solutions.<\/td>The curriculum uses case studies, research activities, capstone projects, business plans, simulations, data analysis tasks, problem-solving exercises, and field-based learning to develop critical thinking and problem-solving skills.<\/td><\/tr>
Group 4: Interpersonal Skills and Responsibilities<\/strong><\/td>Students are expected to communicate with different groups of people, work as leaders and team members, demonstrate responsibility, and apply knowledge to support society.<\/td>The curriculum includes group projects, presentations, collaborative learning activities, internship, advisory activities, and classroom discussions. These activities develop teamwork, leadership, responsibility, communication skills, and professional behavior.<\/td><\/tr>
Group 5: Numerical Analysis, Communication, and Information Technology Skills<\/strong><\/td>Students are expected to use statistical and mathematical techniques, communicate effectively in oral and written forms, use appropriate presentation formats, apply information technology, and produce original digital outputs with respect for copyright.<\/td>The curriculum includes data analysis, research, business communication, English language development, IT-based learning activities, multimedia presentations, video or infographic production, and technology-supported assignments.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Mapping of Course Learning Outcomes to Program Learning Outcomes<\/strong><\/p>\n\n\n\n

CLO Group<\/strong><\/strong><\/td>Course Learning Outcomes<\/strong><\/strong><\/td>Related Program Learning Outcomes<\/strong><\/strong><\/td><\/tr>
E1: Personal Integrity<\/td>Resolve conflicts using ethical and moral judgment.<\/td>Exhibit moral values and integrity; demonstrate responsibility toward oneself and society.<\/td><\/tr>
E2: Professional Ethics<\/td>Show consistency between moral and ethical beliefs and behavior.<\/td>Exhibit academic and professional ethics; respect institutional and organizational rules.<\/td><\/tr>
E3: Fellowship of Society<\/td>Demonstrate self-responsibility, leadership, membership roles, and volunteerism for social development.<\/td>Possess self-discipline, responsibility, and positive personality traits.<\/td><\/tr>
E4: Self-Actualization and Discipline<\/td>Demonstrate self-discipline consistent with good social standards.<\/td>Exhibit discipline in studies and personal life.<\/td><\/tr>
K1: Professional Knowledge<\/td>Explain systematic, global, and up-to-date business theories and practices.<\/td>Possess business, economics, statistics, accounting, finance, law, taxation, management, and major-specific knowledge.<\/td><\/tr>
K2: Application of Knowledge<\/td>Apply business concepts to other relevant fields.<\/td>Apply basic knowledge in business management, production management, and management information technology.<\/td><\/tr>
K3: Research Know-How<\/td>Demonstrate procedural knowledge in research for professional and knowledge advancement.<\/td>Research, analyze, and synthesize information for business presentations and communication.<\/td><\/tr>
K4: System Analysis and Improvement<\/td>Analyze, design, and improve management systems to meet professional requirements.<\/td>Apply professional knowledge in International Business, Logistics Management, Tourism, and Hospitality.<\/td><\/tr>
C1: Problem Solving<\/td>Analyze causes of problems or conflicts and propose appropriate solutions.<\/td>Demonstrate critical thinking, business research skills, and problem-solving ability.<\/td><\/tr>
C2: Knowledge Application<\/td>Apply theoretical and practical knowledge in field work, practicum, or actual jobs.<\/td>Use professional knowledge and skills in real business or workplace contexts.<\/td><\/tr>
C3: Professional and Personal Development<\/td>Apply business or technical innovation to improve professional effectiveness.<\/td>Extend ideas to create innovation and prepare for higher-level study or professional development.<\/td><\/tr>
I1: Communication<\/td>Communicate effectively with different groups of people in Thai and foreign languages.<\/td>Demonstrate English language skills and effective communication in academic and professional settings.<\/td><\/tr>
I2: Teamwork and Leadership<\/td>Assist and facilitate group situations as both leader and team member.<\/td>Demonstrate good human relations, teamwork, responsibility, and leadership.<\/td><\/tr>
I3: Social Guidance<\/td>Use knowledge to guide society on appropriate issues.<\/td>Apply knowledge responsibly in social and professional contexts.<\/td><\/tr>
I4: Responsibility<\/td>Be responsible for one\u2019s own actions and group work.<\/td>Demonstrate responsibility, professional ethics, and accountability.<\/td><\/tr>
N1: Numerical Analysis<\/td>Use statistical or mathematical techniques to interpret information and solve problems.<\/td>Analyze data and use quantitative tools for business decision-making.<\/td><\/tr>
N2: Communication<\/td>Communicate effectively in oral and written forms using suitable presentation styles.<\/td>Possess English proficiency and communicate effectively in business contexts.<\/td><\/tr>
N3: Information Technology<\/td>Select appropriate information technology and communication techniques for collecting, interpreting, and communicating information.<\/td>Search for information and use technology responsibly and effectively.<\/td><\/tr>
N4: Digital Output and Copyright Awareness<\/td>Produce videos or infographics without copying others\u2019 work and with respect for copyright.<\/td>Demonstrate digital literacy, originality, and ethical use of information.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

The Bachelor of Business Administration curriculum is constructively aligned with the expected learning outcomes through the systematic connection of PLOs, CLOs, course content, teaching and learning activities, assessment methods, and continuous course improvement. The program remains responsive to the demands of International Business, Logistics Management, Tourism, and Hotel Management through curriculum review, stakeholder consultation, and alignment with government and institutional standards.<\/p>\n\n\n\n

Through the use of TQF 2, TQF 3, course review, committee evaluation, stakeholder feedback, and continuous improvement mechanisms, the program ensures that students receive relevant learning experiences and appropriate assessment methods that support the achievement of the expected learning outcomes. The curriculum design supports quality education, professional readiness, ethical development, communication competence, research capability, and practical business application.<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
2.2.1<\/td>Committee for curriculum review<\/a><\/td><\/tr>
2.2.2<\/td>TQF 2<\/a><\/td><\/tr>
2.2.3<\/td>University Website<\/a><\/td><\/tr>
2.2.4<\/td>Brochures<\/a><\/td><\/tr>
2.2.5<\/td>Employers’ Feedback\/Comments<\/a><\/td><\/tr>
2.2.6<\/td>Students’ Feedback<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders.<\/strong><\/p>\n\n\n\n

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

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

The Bachelor of Business Administration (BBA) program introduces the curriculum to first-year students during both the English Intensive Program General Orientation and the First Semester General Orientation. In addition, the university website provides detailed curriculum information, enabling stakeholders to easily access and understand the program structure, course specifications, and expected learning outcomes.<\/p>\n\n\n\n

Furthermore, St Teresa International University conducts annual enrollment consultations, during which the Faculty of Business Administration presents the BBA program to high school students and parents nationwide. These activities strengthen stakeholder awareness and engagement regarding the program offerings and educational objectives.<\/p>\n\n\n\n

At the beginning of each semester, lecturers provide students with comprehensive course orientations that include discussions on course objectives, curriculum content, teaching and learning strategies, assessment methods, and expected learning outcomes. Lecturers are also encouraged to upload learning materials, references, and other relevant resources to Google Classroom to ensure accessibility and continuous student support throughout the semester.<\/p>\n\n\n\n

Systems and Mechanisms<\/h3>\n\n\n\n

To ensure that the curriculum remains relevant, responsive, and aligned with industry standards, the program implements the following systems and mechanisms:<\/p>\n\n\n\n