Criterion 6 – Student Support Services
Criterion
Requirements
Quality level assessment
Result
6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date.
Operational Result
The Graduate Diploma in Teaching Profession (Revised 2023 (2566)) communicates to the public about the curriculum and preliminary admission policies on St Teresa International University’s website. Applicants are able to fill out the application form both the online form and walk in. The recruitment and admissions officer personally communicates with the students through email on the requirements of admission, and the potential applicant will be required to submit credentials for evaluation. An interview session is usually scheduled. The applicant will be interviewed individually to pursue the program. An orientation day will be scheduled and announced to new intakes.
6.2 Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service.
Operational Result
Planning is to be done before the official beginning of the academic year to ensure proper implementation and quality of support services for teaching, research, and community service. The dean and graduate program coordinator meet with the faculty members to plan the support system for students.
6.3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary.
Operational Result
St Teresa International University has designed a system that all students can access all program information through the MIS system. Furthermore, the Faculty of Education has added and updated detailed information regularly about this program in other communication channels; the Faculty’s website, Google Classroom, etc. Student progress, academic performance, and workload are shown to be systematically recorded and monitored in those digital systems.
In terms of teaching and learning processes, students’ assignments and activities are submitted to Google Classroom, and the lecturer returns the marked activity to Google Classroom so students will get feedback in a timely manner. The lecturers in the program are provided a space in the MIS system to record the students’ scores, which the students can see after registration releases them, The students can see their grades using their login ID. If there are complaints, the students write to the university, and action will be taken. Easier delivery of materials to students was provided, and giving feedback is also easier and more convenient.
6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.
Operational Result
The Faculty of Education has planned activities for students during semesters to improve their learning experiences such as attending virtual conferences and seminars. At the end of each semester, all students have to present their progression in e-portfolio development. There is no need to improve their employability due to one of the qualifications for studying in this program is that they must be hired as teachers in schools. The tutorial sessions for preparation to sit for the Teacher Council of Thailand License Examination will be arranged whenever the schedule is announced. The program gives advising to all students with academic staff to closely monitor the student’s performance and progression until graduation.
6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services.
Operational Result
The Human Resources Office has the responsibility to identify competent support. The competency of new recruits to render support is stipulated in the requirements. It is communicated through the St Teresa International University website what competencies potential recruits need to possess. This is to ensure that potential recruits will be able to meet the competencies necessary to render support to students. The competencies of supporting staff are evaluated at the end of the academic year in relevance to stakeholders’ needs (students, lecturers, the Faculty, the University, the Teacher Council of Thailand, the MHESI, etc.)
6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.
Operational Result
Evaluations are done by stakeholders in many forms. The program also arranges to have meetings regularly during the academic year to evaluate and improve all students support services.
Evidence
| D_Evidence | Name_Evidence |
| 6.1 | |
| 6.2 | ประกาศวิทยาลัยฯ ว่าด้วยการจัดการระดับบัณฑิตศึกษา |
| 6.3 | แผ่นพับประชาสัมพันธ์หลักสูตร |
| 6.4 | เว็บไซต์วิทยาลัย |
| 6.5 | ตารางสอน ป.บัณฑิต หลักสูตรนานาชาติ |
| 6.6 | |
| 6.7 | |
Self-Assessment
| Requirements | Result | Score |
| 6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date. | / | 1 |
| 6.2 Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service. | / | 1 |
| 6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability. | / | |
| 6.3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary. | / | 1 |
| 6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services. | / | 1 |
| 6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement. | / | 1 |
| Overall | 5 | |