{"id":15338,"date":"2025-03-09T07:27:04","date_gmt":"2025-03-09T07:27:04","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/business\/?post_type=bba_program&p=15338"},"modified":"2026-06-15T13:34:53","modified_gmt":"2026-06-15T13:34:53","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%99-3","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%99-3","title":{"rendered":"4. BBA Criterion 3. Teaching and Learning Approach"},"content":{"rendered":"\n

Criterion 3 – Teaching and Learning Approach<\/strong><\/strong><\/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

3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.<\/strong><\/p>\n\n\n\n

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

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

The educational philosophy of the Bachelor of Business Administration program is anchored on the vision and mission of St. Teresa International University and the Faculty of Business Administration. The program is committed to nurturing students through meaningful learning experiences, strong English communication skills, industry-based training, moral values, ethical integrity, analytical thinking, creativity, problem-solving, teamwork, and professional readiness.<\/p>\n\n\n\n

The program\u2019s educational philosophy emphasizes the development of graduates who are globally competitive, socially responsible, professionally competent, resilient, and ethical. It also supports the development of business leaders who can contribute to sustainable value creation for business, society, and the global economy.<\/p>\n\n\n\n

Vision<\/strong><\/p>\n\n\n\n

The program aims to be a pioneer in developing innovative, professional business administrators who can respond to the challenges and opportunities of critical, competitive times and contribute to the changing landscape of business education.<\/p>\n\n\n\n

Mission<\/strong><\/p>\n\n\n\n

The program\u2019s mission is to develop students as business leaders and future generators of sustainable value for business and society. Through advanced management practices, industry-based learning, English communication development, and community engagement, the program prepares students to contribute to the transformation of the global economy.<\/p>\n\n\n\n

Articulation of the Educational Philosophy<\/strong><\/p>\n\n\n\n

The educational philosophy is clearly reflected in the program\u2019s vision, mission, curriculum design, Program Learning Outcomes, teaching and learning strategies, student development activities, internship program, and community engagement initiatives. It guides the design and delivery of the curriculum and ensures that learning experiences develop students\u2019 knowledge, skills, values, ethics, communication ability, and professional competencies.<\/p>\n\n\n\n

Educational Philosophy Element<\/strong><\/td>Reflection in the Program<\/strong> <\/td><\/tr>
Moral values and ethical integrity<\/strong><\/td>Integrated through ethics-related topics, classroom discipline, institutional policies, professional conduct, community service, and internship expectations<\/td><\/tr>
Competent learning experience<\/strong><\/td>Reflected in outcome-based courses, active learning strategies, case studies, projects, research activities, and applied business learning<\/td><\/tr>
English communication skills<\/strong><\/td>Developed through the Intensive English Program, classroom presentations, business communication activities, TOEIC preparation, and English-medium learning activities<\/td><\/tr>
Industry-based training<\/strong><\/td>Implemented through internship, cooperative education, company visits, industry partner engagement, case studies, and professional development activities<\/td><\/tr>
Analytical and creative thinking<\/strong><\/td>Developed through business plans, research, case analysis, problem-solving activities, strategic management, and capstone-related outputs<\/td><\/tr>
Teamwork and leadership<\/strong><\/td>Strengthened through group projects, presentations, student activities, volunteer activities, and collaborative learning tasks<\/td><\/tr>
Social responsibility and community engagement<\/strong><\/td>Reflected in academic service, volunteer activities, community-based projects, and moral and ethics-related activities<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Communication of the Educational Philosophy to Stakeholders<\/strong><\/p>\n\n\n\n

The program communicates its educational philosophy to internal and external stakeholders through various platforms and activities. These communication channels ensure that students, prospective students, parents, faculty members, support staff, administrative personnel, alums, industry partners, employers, community members, and other stakeholders understand the program\u2019s direction, learning expectations, and graduate attributes.<\/p>\n\n\n\n

Communication channel<\/strong><\/strong><\/td>Stakeholders<\/strong><\/strong><\/td><\/tr>
 <\/strong><\/td>Students<\/strong><\/td>Potential<\/strong><\/td>Industry partners<\/strong><\/td>Parents<\/strong><\/td>Community<\/strong><\/td>Personnel<\/strong><\/td>Alumni<\/strong><\/td><\/tr>
Website \/ Social Media<\/td>\u2713<\/td>\u2713<\/td>\u2713<\/td>\u2713<\/td>\u2713<\/td>\u2713<\/td>\u2713<\/td><\/tr>
Student handbook<\/td>\u2713<\/td> <\/td> <\/td> <\/td> <\/td>\u2713<\/td>\u2713<\/td><\/tr>
Promotional activities<\/td>\u2713<\/td>\u2713<\/td>\u2713<\/td>\u2713<\/td> <\/td>\u2713<\/td>\u2713<\/td><\/tr>
Curriculum brochures<\/td>\u2713<\/td>\u2713<\/td> <\/td> <\/td> <\/td> <\/td>\u2713<\/td><\/tr>
Internship visitation<\/td>\u2713<\/td> <\/td>\u2713<\/td> <\/td> <\/td> <\/td>\u2713<\/td><\/tr>
General orientation<\/td>\u2713<\/td>\u2713<\/td> <\/td> <\/td> <\/td> <\/td>\u2713<\/td><\/tr>
Intensive English Program<\/td> \u2713<\/td>\u2713<\/td> <\/td>\u2713<\/td> <\/td> <\/td> <\/td><\/tr>
Post-internship Seminar<\/td>\u2713<\/td> <\/td>\u2713<\/td> <\/td> <\/td>\u2713<\/td>\u2713<\/td><\/tr>
Personnel Orientation<\/td> <\/td> <\/td> <\/td> <\/td> <\/td>\u2713<\/td> <\/td><\/tr>
Academic Service<\/td> <\/td> <\/td>\u2713<\/td>\u2713<\/td>\u2713<\/td> <\/td> <\/td><\/tr>
Volunteer Activities<\/td> <\/td> <\/td>\u2713<\/td> <\/td>\u2713<\/td> <\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Reflection of Educational Philosophy in Teaching and Learning Activities<\/strong><\/p>\n\n\n\n

The educational philosophy is not only communicated but also reflected in the program’s teaching and learning activities. Learning activities are designed to promote active participation, practical application, ethical awareness, communication competence, teamwork, and professional development.<\/p>\n\n\n\n

Teaching and Learning Activity<\/strong><\/td>Reflection of Educational Philosophy<\/strong><\/td><\/tr>
Lectures and interactive discussions<\/strong><\/td>Develop foundational and advanced business knowledge while encouraging participation and critical thinking<\/td><\/tr>
Case studies and problem-solving activities<\/strong><\/td>Strengthen analytical thinking, decision-making, and application of business concepts to real situations<\/td><\/tr>
Business plans, research, and capstone-related outputs<\/strong><\/td>Promote creativity, innovation, research skills, and professional competence<\/td><\/tr>
Group projects and presentations<\/strong><\/td>Develop teamwork, leadership, communication skills, confidence, and responsibility<\/td><\/tr>
Intensive English Program and TOEIC preparation<\/strong><\/td>Strengthen English communication skills needed for international business and employment<\/td><\/tr>
Internship and cooperative education<\/strong><\/td>Provide industry-based training and allow students to apply classroom learning in real work environments<\/td><\/tr>
Company visits and internship visitation<\/strong><\/td>Connect students with industry expectations and professional practices<\/td><\/tr>
Academic service and volunteer activities<\/strong><\/td>Promote social responsibility, ethical values, service orientation, and community engagement<\/td><\/tr>
Moral and ethics activities<\/strong><\/td>Reinforce integrity, discipline, responsibility, respect, and ethical behavior<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

The educational philosophy of the Bachelor of Business Administration program is clearly articulated through its vision, mission, curriculum, Program Learning Outcomes, and student development activities. It is communicated to stakeholders through the website, social media, orientations, handbook, brochures, promotional activities, internship-related activities, academic service, and volunteer activities. The philosophy is also reflected in teaching and learning through active learning, industry-based training, English communication development, ethical formation, research, teamwork, and community engagement. This ensures that students are prepared to become competent, ethical, socially responsible, and globally competitive business professionals.<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
3.1.1<\/td>University Website<\/a><\/td><\/tr>
3.1.2<\/td>Handbook<\/a><\/td><\/tr>
3.1.3<\/td>Brochures<\/a><\/td><\/tr>
3.1.4<\/td>Internship Visits<\/a><\/td><\/tr>
3.1.5<\/td>Intensive English Program Orientation<\/a><\/td><\/tr>
3.1.6<\/td>General Orientation<\/a><\/td><\/tr>
3.1.7<\/td>Post-Internship<\/a><\/td><\/tr>
3.1.8<\/td>Annual Personnel Meeting<\/a><\/td><\/tr>
3.1.9<\/td>Thai Students’ Visit to TRSU<\/a><\/td><\/tr>
3.1.10<\/td>International Students Visit at TRSU<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process.<\/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 provides students with various opportunities to participate responsibly in the learning process. Teaching and learning activities are designed to encourage students to take an active role in planning, decision-making, problem identification, topic selection, activity preparation, self-directed learning, and reflection. These opportunities vary depending on the nature of the course and the expected learning outcomes.<\/p>\n\n\n\n

The program promotes student responsibility by allowing students to make informed choices, collaborate with lecturers and advisers, propose learning activities, select research topics, participate in academic and professional preparation, and engage in experiential learning. Through these activities, students develop independence, accountability, communication skills, problem-solving ability, teamwork, and professional readiness.<\/p>\n\n\n\n

Teaching and Learning Activity<\/strong><\/strong><\/td>Student Participation<\/strong><\/strong><\/td>Responsible Learning Developed<\/strong><\/strong><\/td><\/tr>
Pre-Cooperative Education<\/td>Students conduct needs assessment before internship and coordinate with the lecturer in proposing topics for mini-seminars that will enhance their soft skills and internship preparation.<\/td>Develops self-awareness, planning ability, professional preparation, communication skills, and responsibility for career readiness.<\/td><\/tr>
Basic Research<\/td>Students propose research topics and identify research problems with the guidance of their research adviser. They study industry-related issues and develop recommendations based on their findings.<\/td>Develops independent thinking, research responsibility, problem-solving skills, analytical ability, and accountability for academic outputs.<\/td><\/tr>
Internship \/ Cooperative Education<\/td>Students are given the opportunity to choose their preferred company, subject to the approval of the lecturer, Program Head, and university to ensure that the internship site meets quality standards.<\/td>Encourages decision-making, professional responsibility, workplace readiness, and ownership of learning experience.<\/td><\/tr>
Student Activities<\/td>Students participate in planning and organizing activities such as study tours, Goodbye Senior, post-internship seminars, and other student-centered activities.<\/td>Develops leadership, teamwork, collaboration, event planning, communication, and social responsibility.<\/td><\/tr>
Elective Courses<\/td>Students may choose elective courses based on their interests and career goals, provided that the course is available and does not conflict with their enrolled subjects.<\/td>Promotes academic decision-making, self-directed learning, and alignment of learning choices with personal and career objectives.<\/td><\/tr>
Regrade Request Process<\/td>Students may request a regrade for courses with grades of D or D+, following institutional policies and procedures.<\/td>Encourages students to take responsibility for academic performance and understand academic progression requirements.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

In these learning activities, students are not treated only as passive recipients of instruction. Instead, they are encouraged to participate in ways that require responsibility, initiative, consultation, and decision-making. Lecturers and advisers guide students throughout the process to ensure that their choices and participation remain aligned with course requirements, program standards, and expected learning outcomes.<\/p>\n\n\n\n

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

The teaching and learning activities of the Bachelor of Business Administration program enable students to participate responsibly in their own learning. Through pre-cooperative education, research, internship, student activities, elective course selection, and academic consultation, students develop independence, accountability, leadership, teamwork, problem-solving, and professional readiness. These activities support active learning and help students become responsible learners and future business professionals.<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
3.2.1<\/td>Pre-cooperative Education Seminar<\/a><\/td><\/tr>
3.2.2<\/td>Research Outputs<\/a><\/td><\/tr>
3.2.3<\/td>Internship Reports<\/a><\/td><\/tr>
3.2.4<\/td>Post-Internship Seminar<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

3.3 The teaching and learning activities are shown to involve active learning by the students.<\/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 student-centered, active learning approaches are used in the delivery of courses. Teaching and learning activities are designed to respond to the demands of 21st-century education by encouraging students to actively participate in discussions, problem-solving, presentations, simulations, research, projects, case analysis, role-playing, peer learning, and experiential learning.<\/p>\n\n\n\n

Active learning strategies are clearly reflected in the course specifications and teaching plans of the required and major courses. Each course identifies appropriate teaching and learning activities that are aligned with the course objectives, Course Learning Outcomes, and Program Learning Outcomes. These activities allow students to apply concepts, analyze business situations, collaborate with peers, communicate ideas, solve problems, and demonstrate practical competencies relevant to their field of specialization.<\/p>\n\n\n\n

Active Learning Strategies Used in the BBA Program<\/strong><\/p>\n\n\n\n

Active Learning Strategy<\/strong><\/td>Description and Student Engagement<\/strong><\/td><\/tr>
Group Discussions<\/strong><\/td>Students exchange ideas, analyze issues, and collaborate in understanding business concepts and industry situations.<\/td><\/tr>
Presentations<\/strong><\/td>Students communicate ideas, present research or project outputs, and develop confidence in oral communication.<\/td><\/tr>
Think-Pair-Share<\/strong><\/td>Students reflect individually, discuss with a partner, and share ideas with the class to promote participation and critical thinking.<\/td><\/tr>
Case Studies<\/strong><\/td>Students analyze real or simulated business problems and propose appropriate solutions.<\/td><\/tr>
Role Playing<\/strong><\/td>Students perform professional or workplace scenarios to understand business practices, customer service, negotiation, and decision-making.<\/td><\/tr>
Interactive Lectures<\/strong><\/td>Lecturers facilitate discussion-based sessions where students answer questions, participate in activities, and connect concepts to practical examples.<\/td><\/tr>
Peer Teaching<\/strong><\/td>Students explain concepts or topics to classmates, strengthening both mastery and collaborative learning.<\/td><\/tr>
Simulation<\/strong><\/td>Students engage in practice-based activities that imitate real business, logistics, tourism, hotel, or workplace situations.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Active Learning in Major Courses<\/strong><\/p>\n\n\n\n

The BBA program integrates active learning strategies across its major areas: Logistics Management, Tourism and Hotel Management, and International Business. The following table summarizes the active learning strategies commonly used in these courses.<\/p>\n\n\n\n

Major \/ Course Group<\/strong><\/td>Courses Covered<\/strong><\/td>Active Learning Strategies Applied<\/strong><\/td><\/tr>
Logistics Management<\/strong><\/td>International Trade, Investment and Business Plan, Logistics and Supply Chain Management, Information Technology for Logistics, Procurement Management, Material Handling and Packaging, Logistics Management for Retail Business, Inventory and Warehouse Management, International Logistics, Operations Research, Research in Logistics Management<\/td>Group discussions, presentations, think-pair-share, case studies, interactive lectures, peer teaching, role-playing where applicable, and simulations for logistics-related topics<\/td><\/tr>
Tourism and Hotel Management<\/strong><\/td>Investment and Business Plan, Introduction to Tourism and Hotel, Housekeeping Operations, Usage of Technology in Tourism and Hotel Management, Front Office Operations and Rooms Division Management, Tourism and Hotel Marketing, Tour Business and Travel Agency Management, Consumer Psychology for Tourism and Hospitality, New Trend Tourism, Research in Tourism and Hotel, Food and Beverage Operations<\/td>Group discussions, presentations, case studies, role-playing, simulations, peer teaching, interactive lectures, practical demonstrations, and service-related learning activities<\/td><\/tr>
International Business<\/strong><\/td>International Financial Accounting, International Marketing, International Finance and Banking, International Economics, International Trade, International Business Management, Investment and Business Plan, International Logistics<\/td>Group discussions, presentations, think-pair-share, case studies, interactive lectures, peer teaching, problem-solving activities, and business situation analysis<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Through these active learning strategies, students are not limited to passive listening. They are expected to engage in class activities, analyze business-related situations, work with peers, present outputs, solve problems, and apply theories to practical or industry-based contexts.<\/p>\n\n\n\n

Curricular and Co-Curricular Active Learning Activities<\/strong><\/p>\n\n\n\n

The BBA program also ensures that curricular and co-curricular activities are aligned with course objectives and expected learning outcomes. These activities provide students with experiential learning opportunities beyond traditional classroom instruction.<\/p>\n\n\n\n

Activity<\/strong><\/td>Related Course \/ Area<\/strong><\/td>Active Learning Contribution<\/strong><\/td><\/tr>
Study Tours \/ Company Visits<\/strong><\/td>Food and Beverage Operations, Introduction to Tourism and Hotel, Rooms Division Management<\/td>Allow students to observe actual industry operations, connect classroom concepts with workplace practices, and better understand restaurant, hotel, tourism, and business operations.<\/td><\/tr>
Project-Based Activities<\/strong><\/td>Man, Environment, and Society; Tourism and Hotel Marketing; Internship \/ Field Experience<\/td>Enable students to demonstrate understanding and application of concepts through actual outputs, group work, presentations, and applied projects.<\/td><\/tr>
Seminars and Professional Development Activities<\/strong><\/td>Pre-Cooperative Education<\/td>Strengthen students\u2019 readiness for internship by developing soft skills, workplace awareness, communication skills, and professional behavior.<\/td><\/tr>
Capstone Requirement<\/strong><\/td>Strategic Management<\/td>Allows students to integrate knowledge and skills gained throughout the program, demonstrate business competence, and develop critical thinking and problem-solving skills.<\/td><\/tr>
Research-Based Activities<\/strong><\/td>Basic Research Methods; Research in Logistics Management; Research in Tourism and Hotel<\/td>Encourage students to identify industry-based problems, analyze data, interpret findings, and formulate recommendations for improvement.<\/td><\/tr>
Internship \/ Field Experience<\/strong><\/td>Cooperative Education \/ Field Experience<\/td>Provides students with real workplace exposure where they apply academic learning, demonstrate professional behavior, and develop industry-based competencies.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

The Bachelor of Business Administration program implements active learning through course-based activities, practical exercises, industry exposure, research, projects, seminars, capstone requirements, and internship experiences. These activities promote student participation, responsibility, collaboration, critical thinking, creativity, communication, problem-solving, and professional readiness.<\/p>\n\n\n\n

By integrating active learning strategies into course specifications and teaching plans, the program ensures that students are actively involved in the learning process and are given opportunities to apply knowledge and skills in academic, practical, and industry-based settings. This approach supports the achievement of Course Learning Outcomes and Program Learning Outcomes, as well as the development of competent business graduates.<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
3.3-1<\/td>Study Tours<\/a><\/td><\/tr>
3.3.2<\/td>Sample TQF 3 and TQF 5<\/a><\/td><\/tr>
3.3.3<\/td>Research Outputs<\/a><\/td><\/tr>
3.3.4<\/td>Research Conference and Poster Presentation <\/a><\/td><\/tr>
3.3.5<\/td>Capstone Project<\/a><\/td><\/tr>
3.3.6<\/td>Business Innovation and Investment Project<\/a><\/td><\/tr>
3.3.7<\/td>Food and Beverage Activities<\/a><\/td><\/tr>
3.3.8<\/td>Tour and Travel Package Activities<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices).<\/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 is committed to fostering lifelong, self-directed, and metacognitive learning among students. These are communicated through the curriculum, course specifications, and the TQF 3 of each course. The program defines lifelong learning as the ability of students to continuously acquire knowledge, develop themselves, think critically, solve problems, process information, and adapt to changing academic, professional, and industry demands.<\/p>\n\n\n\n

In response to the recommendation to use stakeholders\u2019 needs as input in designing teaching and learning activities, the program considers feedback from students, lecturers, internship providers, employers, alums, and industry partners in strengthening learning activities that promote independent learning, critical inquiry, information processing, adaptability, and continuous professional development. These inputs help ensure that students are trained not only to acquire knowledge but also to learn how to learn in ways that align with current industry expectations.<\/p>\n\n\n\n

The program also promotes metacognition, which enables students to reflect on their own learning, assess their strengths and weaknesses, process situations critically, and identify appropriate solutions. Through teaching and learning activities, students are encouraged to ask questions, analyze information, experiment with new ideas, apply knowledge in different contexts, and take responsibility for their own learning.<\/p>\n\n\n\n

The program integrates lifelong learning and metacognitive development through research activities, capstone projects, pre-cooperative education, cooperative education, field study, industry-based learning, reflective activities, and practical application of business concepts.<\/p>\n\n\n\n

Course \/ Activity<\/strong><\/td>Student Output \/ Learning Experience<\/strong><\/td>Lifelong Learning and Metacognitive Skills Developed<\/strong><\/td><\/tr><\/thead>
Basic Research<\/td>Students conduct industry-based studies to better understand industry processes, issues, and challenges. They analyze data and develop significant recommendations based on research findings.<\/td>Develops critical thinking, information-processing skills, research skills, computer skills for data processing, referencing skills, communication skills, self-confidence, self-discipline, ownership of learning, teamwork, and collaboration.<\/td><\/tr>
Strategic Management<\/td>Students prepare a capstone output involving the investigation of a company\u2019s performance using tools such as SWOT and PESTLE analysis. They produce comprehensive analyses and recommendations to improve organizational performance and prepare for future challenges.<\/td>Develops analytical skills, strategic thinking, research skills, problem-solving skills, decision-making, teamwork, collaboration, long-term planning, and the ability to apply business concepts to complex situations.<\/td><\/tr>
Pre-Cooperative Education<\/td>Students conduct a needs assessment to identify skills, competencies, and professional behaviors needed for internship and workplace readiness. They also participate in mini-seminars and professional development activities.<\/td>Develops self-awareness, reflection, adaptability, presentation skills, professionalism, planning and organization, personal responsibility, and readiness for continuous professional development.<\/td><\/tr>
Cooperative Education \/ Field Study<\/td>Students apply classroom learning in actual workplace settings, gaining real-world exposure, hands-on experience, and practical skills in their chosen field.<\/td>Develops technical skills, communication skills, teamwork, collaboration, problem-solving, time management, leadership, professional ethics, workplace adaptability, and continuous learning from real industry experience.<\/td><\/tr>
Case Studies and Business Problem Analysis<\/td>Students analyze business situations and propose solutions based on theories, evidence, and industry practices.<\/td>Develops critical inquiry, analytical thinking, decision-making, information processing, and willingness to explore alternative solutions.<\/td><\/tr>
Presentations and Reflective Activities<\/td>Students present outputs, reflect on their learning progress, and receive feedback from lecturers and peers.<\/td>Develops communication skills, confidence, self-assessment, reflective thinking, and the ability to improve based on feedback.<\/td><\/tr>
Project-Based and Experiential Learning<\/td>Students prepare business plans, product development outputs, marketing plans, tourism packages, logistics-related outputs, and other applied projects.<\/td>Develops creativity, innovation, experimentation with new ideas, collaboration, practical application, and responsibility for learning outcomes.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Reflection of Lifelong Learning in Teaching and Learning<\/strong><\/p>\n\n\n\n

The teaching and learning activities of the BBA Program are designed not only to deliver knowledge but also to train students to learn independently and continuously. Students are guided to search for information, analyze data, use digital tools, evaluate sources, present ideas, and apply knowledge to real-life and industry-based situations.<\/p>\n\n\n\n

The integration of research, case studies, internship experiences, and reflective activities also responds to stakeholders\u2019 expectations that graduates should be able to learn independently, process information critically, adapt to workplace demands, and continuously improve their professional competencies. Through these activities, students develop learning habits that are applicable beyond the classroom and useful in their future professional practice.<\/p>\n\n\n\n

Through research, capstone projects, internships, case analyses, presentations, and reflective learning activities, students develop the ability to monitor their own learning progress and identify areas for improvement. These activities strengthen their commitment to continuous learning and prepare them to adapt to future professional demands.<\/p>\n\n\n\n

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

The Bachelor of Business Administration Program promotes learning, learning how to learn, and lifelong learning through teaching and learning activities that develop critical inquiry, information-processing skills, reflection, creativity, adaptability, and willingness to experiment with new ideas and practices. Through Basic Research, Strategic Management, Pre-Cooperative Education, Cooperative Education, Field Study, case studies, projects, presentations, and reflective activities, students are trained to become independent, responsible, adaptive, and lifelong learners prepared for professional and industry challenges.<\/p>\n\n\n\n

These activities support the assessor\u2019s recommendation by showing that stakeholders\u2019 needs and industry expectations are reflected in teaching and learning activities that prepare students to become adaptive, self-directed, and lifelong learners.<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
3.4.1<\/td>Sample Exams<\/a> <\/td><\/tr>
3.4.2<\/td>Moral and Ethics\/Team Building<\/a><\/td><\/tr>
3.4.3<\/td>Production and Operations Output<\/a><\/td><\/tr>
3.4.4<\/td>Travel and Tour Packages<\/a><\/td><\/tr>
3.4.5<\/td>Business Plan and Capstone<\/a><\/td><\/tr>
3.4.6<\/td>Business Innovation and Investment<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

3.5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.<\/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 promotes creative thinking, innovation, and an entrepreneurial mindset through experiential learning, project-based activities, community engagement, business planning, research, presentations, product development, and industry exposure. These teaching and learning activities are designed and improved based on stakeholders\u2019 needs, internship provider feedback, employer expectations, alumni input, and current industry trends to ensure that students develop creative, innovative, and entrepreneurial competencies relevant to the business, logistics, tourism, and hospitality industries. Teaching and learning activities are designed to allow students to generate ideas, solve problems, develop business concepts, analyze market opportunities, create outputs, and apply business knowledge in real-world contexts.<\/p>\n\n\n\n

The program provides students with opportunities to learn both in and out of the classroom. Lecturers guide students in applying theories to practical tasks such as digital marketing outputs, business plans, research projects, tour packages, product development, food and beverage costing, business presentations, and strategic analysis. These activities help students develop creativity, innovation, financial awareness, critical thinking, communication skills, and entrepreneurial readiness.<\/p>\n\n\n\n

Course \/ Activity<\/strong><\/strong><\/td>Student Performance \/ Output<\/strong><\/strong><\/td>Skills and Mindset Developed<\/strong><\/strong><\/td><\/tr>
Principles of Marketing \/ Tourism and Hotel Marketing<\/strong><\/td>Students prepare digital marketing advertisements promoting tourist attractions in Thailand.<\/td>Creativity, innovation, digital marketing skills, market awareness, communication skills<\/td><\/tr>
Man, Society, and Environment<\/strong><\/td>Students create video presentations on proper waste disposal.<\/td>Creativity, innovation, social responsibility, environmental awareness, digital communication<\/td><\/tr>
Food and Beverage Operations<\/strong><\/td>Students prepare various drinks while considering cost factors, service quality, and customer needs.<\/td>Creativity, innovation, cost awareness, entrepreneurial mindset, practical hospitality skills<\/td><\/tr>
Business Statistics \/ Basic Research<\/strong><\/td>Students conduct research and develop data-driven conclusions and recommendations.<\/td>Critical thinking, innovation, research skills, problem-solving, evidence-based decision-making<\/td><\/tr>
Tour Business and Travel Agency Management<\/strong><\/td>Students formulate tour packages that may be used for future business opportunities.<\/td>Creativity, innovation, entrepreneurial mindset, market analysis, service design<\/td><\/tr>
Production and Operations Management<\/strong><\/td>Students develop products that may be sold or presented as business outputs.<\/td>Creativity, innovation, entrepreneurship, product development, operations planning<\/td><\/tr>
English for Business Presentation<\/strong><\/td>Students present business plans using English as the medium of communication.<\/td>Creativity, innovation, entrepreneurial communication, English proficiency, confidence<\/td><\/tr>
Strategic Management<\/strong><\/td>Students analyze selected businesses and present strategic recommendations.<\/td>Creativity, innovation, critical thinking, strategic thinking, problem-solving<\/td><\/tr>
Investment and Business Plan<\/strong><\/td>Students prepare business plans with market, operational, and financial considerations.<\/td>Entrepreneurial mindset, financial literacy, creativity, innovation, critical thinking<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
Student \/ Activity<\/strong><\/td>Description<\/strong><\/td>Learning Contribution<\/strong><\/td><\/tr>
Ms. Jira Holim<\/td>Participated in \u201cSustainable Development Goal: The Goal the World is missing\u201d at Suan Dusit University, Bangkok<\/td>Ms. Jira Holim actively participated in the discussion on the Sustainable Development Goals (SDGs)<\/strong> and gained awareness of global challenges, sustainability issues, and the importance of collective action in achieving a better and more sustainable future. Her participation contributed to strengthening understanding of how individuals and communities can support the goals the world is still working to achieve.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

Overall, the Bachelor of Business Administration program inculcates new ideas, creative thought, innovation, and an entrepreneurial mindset through business-oriented, research-based, technology-supported, and industry-linked learning activities. These activities also demonstrate the program\u2019s effort to respond to stakeholders\u2019 needs by integrating industry-relevant tasks, practical business outputs, innovation activities, and entrepreneurial learning experiences into teaching and learning. Through digital marketing projects, business plans, product development, research outputs, tour package design, strategic analysis, food and beverage activities, English business presentations, guest lectures, internship experiences, and external innovation activities, students are trained to think creatively, identify opportunities, solve problems, and develop innovative business ideas.<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
3.5.1<\/td>Business Plan and Capstone<\/a><\/td><\/tr>
3.5.2<\/td>Food and Beverage Activities<\/a><\/td><\/tr>
3.5.3<\/td>Travel and Tour Packages<\/a><\/td><\/tr>
3.5.4<\/td>Business Innovation and Investments<\/a><\/td><\/tr>
3.5.5<\/td>Digital Marketing<\/a><\/td><\/tr>
3.5.6<\/td>Production and Operations<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to 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 is committed to continuous improvement in its teaching and learning processes to ensure their relevance to industry needs and alignment with expected learning outcomes. In response to the recommendation to use stakeholders\u2019 needs as input in curriculum design and teaching-learning activities, the program systematically gathers and considers feedback from students, lecturers, alums, internship providers, employers, and industry partners. These inputs are used to review the curriculum, improve course content, enhance teaching and learning strategies, strengthen assessment methods, and ensure that classroom activities remain responsive to current industry expectations.<\/p>\n\n\n\n

The current curriculum, as reflected in TQF 2, was approved in 2020 following a comprehensive curriculum review and stakeholder consultation. This review considered the needs of students, lecturers, alums, internship providers, employers, and industry partners to ensure that the course descriptions, learning objectives, course content, teaching and learning strategies, and assessment methods remain responsive to the demands of the business, logistics, tourism, and hospitality industries.<\/p>\n\n\n\n

The Program Learning Outcomes were formulated based on stakeholder needs assessment and the institution\u2019s vision and mission. These PLOs are distributed across courses in each year and semester according to the appropriate learning level. Each course is designed with Course Learning Outcomes that are aligned with the designated PLOs through curriculum mapping. Courses are taught by instructors selected for their expertise, experience, and specialization to ensure the effective delivery of the curriculum.<\/p>\n\n\n\n

Continuous Improvement of Teaching and Learning Processes<\/strong><\/p>\n\n\n\n

Improvement Mechanism<\/td>Implementation<\/td>Result \/ Use for Improvement<\/td><\/tr><\/thead>
Stakeholders\u2019 Needs Collection and Analysis<\/td>The program gathers feedback and needs from students, lecturers, alumni, internship providers, employers, and industry partners through curriculum review, internship visits, student-intern presentations, course reports, and employer feedback.<\/td>The results are used as input in curriculum design, course planning, teaching-learning activities, assessment methods, and student preparation activities to ensure alignment with industry needs.<\/td><\/tr>
Curriculum Review through TQF 2<\/td>The curriculum was reviewed and approved in 2020 with stakeholder participation to ensure industry relevance and alignment with institutional goals.<\/td>Ensures that the curriculum, course descriptions, learning objectives, course content, teaching strategies, and assessment methods remain relevant to industry needs and expected learning outcomes.<\/td><\/tr>
Curriculum Mapping<\/td>Course Learning Outcomes are aligned with Program Learning Outcomes across different courses, year levels, and semesters.<\/td>Ensures that teaching and learning activities are intentionally designed to contribute to the achievement of expected learning outcomes.<\/td><\/tr>
Selection of Qualified Instructors<\/td>Instructors are assigned based on their expertise, experience, and field of specialization.<\/td>Supports effective course delivery and ensures that students receive relevant academic and professional instruction.<\/td><\/tr>
TQF 3 Preparation and Review<\/td>Lecturers prepare TQF 3 to specify course objectives, CLOs, course content, teaching strategies, learning activities, and assessment methods.<\/td>Ensures that teaching and learning activities are planned, outcome-based, and aligned with course and program learning outcomes.<\/td><\/tr>
TQF 5 Course Reporting<\/td>At the end of each course, lecturers provide reflections, findings, and recommendations for improvement in TQF 5.<\/td>Recommendations are used to improve course content, teaching methods, learning activities, and assessment strategies in the succeeding semester.<\/td><\/tr>
Internship Provider Feedback<\/td>During internship visits, lecturers discuss student performance and industry expectations with internship providers.<\/td>Feedback is used to identify strengths and areas for improvement, especially in workplace readiness, communication skills, and professional behavior.<\/td><\/tr>
Student-Intern Feedback<\/td>Student-interns share their experiences and recommendations during final internship presentations.<\/td>Insights are used to improve student preparation, course activities, and skills development for succeeding batches.<\/td><\/tr>
Post-Internship Sharing<\/td>Lower-year students are invited to attend internship presentations to learn from the experiences of senior students.<\/td>Helps younger students understand industry expectations and prepare early for internship and employment.<\/td><\/tr>
Communication Skills Enhancement<\/td>Feedback from industry partners often emphasizes the need to strengthen students\u2019 communication skills. Lecturers integrate activities such as presentations, discussions, reports, and workplace communication exercises.<\/td>Strengthens students\u2019 oral and written communication skills, confidence, and readiness for professional settings.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Industry Feedback and Alignment with Learning Outcomes<\/strong><\/p>\n\n\n\n

The program actively uses feedback from internship providers and student interns to improve teaching and learning activities. During internship visits, lecturers meet with company representatives to assess student performance, identify areas for improvement, and gather information on current industry expectations. Although students generally receive positive evaluations from internship providers, feedback consistently highlights the need to strengthen communication skills, workplace confidence, and professional interaction.<\/p>\n\n\n\n

These findings are communicated to lecturers and considered in improving classroom activities, course requirements, and student preparation. As a result, lecturers incorporate more communication-based activities such as presentations, group discussions, reporting, interviews, business communication tasks, and reflective activities. This ensures that teaching and learning processes remain responsive to industry needs and aligned with learning outcomes related to communication, professionalism, teamwork, employability, and workplace readiness.<\/p>\n\n\n\n

Use of TQF 5 for Course Improvement<\/strong><\/p>\n\n\n\n

At the end of each course, the assigned lecturer prepares the TQF 5, which includes course results, observations, issues encountered, student performance, and recommendations for improvement. These recommendations are reviewed and integrated into the TQF 3 of the succeeding semester. This process ensures that course delivery is not static but continuously improved based on actual teaching experience, student learning outcomes, stakeholder feedback, and industry expectations.<\/p>\n\n\n\n

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

The teaching and learning processes of the Bachelor of Business Administration Program are continuously reviewed and improved through stakeholder needs analysis, curriculum review, curriculum mapping, TQF 3 planning, TQF 5 reporting, instructor assignment based on expertise, internship provider feedback, student-intern recommendations, and post-internship sharing activities. These mechanisms ensure that teaching and learning remain relevant to industry needs and aligned with the expected learning outcomes. These mechanisms also ensure that stakeholders\u2019 needs are considered in curriculum design and in teaching and learning improvement. Through this continuous improvement process, the program strengthens students\u2019 academic competence, communication skills, professional readiness, and ability to meet the expectations of the business, logistics, tourism, and hospitality industries..<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/strong><\/td>Name_Evidence<\/strong><\/strong><\/td><\/tr>
3.6.1<\/td>TQF 2<\/a><\/td><\/tr>
3.6.2<\/td>Sample TQF 3 and TQF 5<\/a><\/td><\/tr>
3.6.3<\/td>Curriculum Review Committee<\/a><\/td><\/tr>
3.6.4<\/td>Students’ Evaluation<\/a><\/td><\/tr>
3.6.5<\/td>Example Paper Review Sample<\/a><\/td><\/tr>
3.6.6<\/td>Stakeholders’ Feedback<\/a><\/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>
3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.<\/td>\/<\/td>1<\/td><\/tr>
3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process.<\/td>\/<\/td>1<\/td><\/tr>
3.3 The teaching and learning activities are shown to involve active learning by the students.<\/td>\/<\/td><\/tr>
3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning.<\/td>\/<\/td>1<\/td><\/tr>
3.5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.<\/td>\/<\/td>1<\/td><\/tr>
3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.<\/td>\/<\/td>1<\/td><\/tr>
Overall<\/strong><\/strong><\/td>5<\/strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n