{"id":17699,"date":"2025-03-09T08:29:29","date_gmt":"2025-03-09T08:29:29","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/education\/?post_type=med_report&p=17699"},"modified":"2026-05-31T14:46:27","modified_gmt":"2026-05-31T14:46:27","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%99-8","status":"publish","type":"med_report","link":"https:\/\/qa.trsu.ac.th\/education\/?med_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%99-8","title":{"rendered":"Section 4 Performance Results Based on Quality Criteria (Criterion 8 – Output and Outcomes)"},"content":{"rendered":"\n

Criterion 8 – Output and Outcomes<\/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

8.1 The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement.<\/strong><\/p>\n\n\n\n

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

The program systematically monitors and ensures that students follow the prescribed curriculum structure each semester. Student progress across all courses is continuously tracked to ensure successful completion of course requirements and evaluations, with the objective of minimizing dropout rates and supporting students in completing their studies within the designated timeframe. Program coordinators and instructors provide close academic supervision and guidance throughout the students\u2019 educational journey and continue to follow up on graduates to facilitate their employment and professional placement in educational administration roles.<\/p>\n\n\n\n

At present, students are utilizing the Management Information System (MIS)<\/strong> in the development and monitoring of their thesis work, enabling more efficient academic tracking and supervision. Program records indicate positive outcomes, as there have been no student dropouts and all students successfully met the minimum academic requirements during the Academic Year<\/strong> 2025<\/strong>. These results reflect the effectiveness of the program\u2019s monitoring and support mechanisms in promoting student retention and academic achievement.<\/p>\n\n\n\n

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

8.2 Employability as well as self-employment, entrepreneurship, and advancement to further studies, are shown to be established, monitored, and benchmarked for improvement.<\/strong><\/p>\n\n\n\n

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

Students enrolled in the Master of Education program in Educational Administration occupy diverse professional roles within educational institutions and education offices, with many continuing their studies while remaining in their current workplaces. They effectively apply theoretical knowledge and administrative competencies in professional settings, demonstrate leadership capabilities, and make meaningful contributions to the development and improvement of their respective organizations. Furthermore, their research activities often focus on addressing practical issues and challenges within their institutions, generating solutions that contribute to organizational improvement.<\/p>\n\n\n\n

Graduates of the program have developed strong competencies in contemporary educational administration through the enhancement of their knowledge, practical management skills, research capabilities, and collaborative engagement with communities and stakeholders. These competencies enable them to contribute significantly to the advancement of the education sector and to broader societal, governmental, and national development. Additionally, current students in the program include teachers, educational supervisors, and educational administrators from various educational organizations and institutions, with many continuing to pursue advanced academic and professional development opportunities.<\/p>\n\n\n\n

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

8.3 Research and creative work output and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement.<\/strong><\/p>\n\n\n\n

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

The program actively supports faculty members in the preparation of instructional materials and the conduct of research activities aimed at improving curriculum implementation and enhancing the quality of teaching and learning. In addition, the program places strong emphasis on fostering research development as a means of promoting academic excellence and continuous improvement.<\/p>\n\n\n\n

The university provides financial support for research projects, with funded studies expected to be completed in accordance with approved objectives, timelines, and budget allocations. Research outputs, creative works, and academic activities undertaken by faculty members and students undergo evaluation and oversight by the university\u2019s research office to ensure quality and compliance with institutional standards. These scholarly activities are continuously monitored, supervised, and refined to strengthen their impact and effectiveness.<\/p>\n\n\n\n

Furthermore, research publications and scholarly outputs produced by faculty members and students are systematically documented and maintained as part of the program\u2019s academic references and records. The preparation and organization of research documentation are managed collaboratively by the program coordinator and regular teaching faculty to ensure accuracy, consistency, and accessibility of academic information.<\/p>\n\n\n\n

No.<\/td>Title<\/td>Author<\/td>Journal<\/td>Indexed<\/td>Score<\/td><\/tr><\/thead>
1<\/td>\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e1b\u0e23\u0e30\u0e01\u0e32\u0e28\u0e19\u0e35\u0e22\u0e1a\u0e31\u0e15\u0e23\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15\u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e\u0e04\u0e23\u0e39\u0e14\u0e49\u0e27\u0e22\u0e23\u0e39\u0e1b\u0e41\u0e1a\u0e1a\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e02\u0e2d\u0e07\u0e40\u0e04\u0e34\u0e23\u0e4c\u0e01\u0e41\u0e1e\u0e17\u0e23\u0e34\u0e01<\/a><\/td>\u0e1e\u0e07\u0e28\u0e4c\u0e40\u0e17\u0e1e  \u0e08\u0e34\u0e23\u0e30\u0e42\u0e23 \u0e1e\u0e08\u0e19\u0e35\u0e22\u0e4c  \u0e21\u0e31\u0e48\u0e07\u0e04\u0e31\u0e48\u0e07 \u0e21\u0e25\u0e40\u0e11\u0e35\u0e22\u0e23  \u0e0a\u0e21\u0e14\u0e2d\u0e01\u0e44\u0e21\u0e49 \u0e1a\u0e31\u0e0d\u0e0a\u0e32  \u0e1e\u0e19\u0e40\u0e08\u0e23\u0e34\u0e0d\u0e2a\u0e27\u0e31\u0e2a\u0e14\u0e34\u0e4c \u0e2d\u0e23\u0e23\u0e13\u0e1e  \u0e42\u0e1e\u0e18\u0e34\u0e2a\u0e38\u0e02<\/td>\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e0a\u0e38\u0e21\u0e2a\u0e31\u0e21\u0e21\u0e19\u0e32\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23 \u0e01\u0e32\u0e23\u0e27\u0e31\u0e14\u0e1c\u0e25 \u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e1c\u0e25 \u0e41\u0e25\u0e30\u0e27\u0e34\u0e08\u0e31\u0e22\u0e2a\u0e31\u0e21\u0e1e\u0e31\u0e19\u0e18\u0e4c\u0e41\u0e2b\u0e48\u0e07\u0e1b\u0e23\u0e30\u0e40\u0e17\u0e28\u0e44\u0e17\u0e22 \u0e04\u0e23\u0e31\u0e49\u0e07\u0e17\u0e35\u0e48 31<\/td>Proceeding<\/td>0.20<\/td><\/tr>
2<\/td>\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e04\u0e27\u0e32\u0e21\u0e15\u0e49\u0e2d\u0e07\u0e01\u0e32\u0e23\u0e08\u0e33\u0e40\u0e1b\u0e47\u0e19\u0e43\u0e19\u0e01\u0e32\u0e23\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e07\u0e32\u0e19\u0e01\u0e34\u0e08\u0e01\u0e23\u0e32\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32<\/a><\/td>\u0e2d\u0e32\u0e20\u0e32\u0e13\u0e35 \u0e44\u0e17\u0e22\u0e01\u0e25\u0e49\u0e32 \u0e27\u0e34\u0e40\u0e0a\u0e35\u0e22\u0e23 \u0e1e\u0e31\u0e19\u0e18\u0e4c\u0e40\u0e04\u0e23\u0e37\u0e2d\u0e1a\u0e38\u0e15\u0e23 \u0e1e\u0e07\u0e28\u0e4c\u0e40\u0e17\u0e1e \u0e08\u0e34\u0e23\u0e30\u0e42\u0e23<\/td>\u0e27\u0e32\u0e23\u0e2a\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e4c \u0e21\u0e2b\u0e32\u0e27\u0e34\u0e17\u0e22\u0e32\u0e25\u0e31\u0e22\u0e01\u0e23\u0e38\u0e07\u0e40\u0e17\u0e1e\u0e18\u0e19\u0e1a\u0e38\u0e23\u0e35, 11(3), (Sep.-Dec. 2023)<\/td>TCI2<\/td>0.60<\/td><\/tr>
3<\/td>\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e31\u0e21\u0e1e\u0e31\u0e19\u0e18\u0e4c\u0e23\u0e30\u0e2b\u0e27\u0e48\u0e32\u0e07\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e07\u0e32\u0e19\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23\u0e01\u0e31\u0e1a\u0e20\u0e32\u0e27\u0e30\u0e1c\u0e39\u0e49\u0e19\u0e33\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23\u0e15\u0e32\u0e21\u0e01\u0e32\u0e23\u0e23\u0e31\u0e1a\u0e23\u0e39\u0e49\u0e02\u0e2d\u0e07\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u0e1e\u0e22\u0e32\u0e1a\u0e32\u0e25\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e4c\u0e43\u0e19\u0e2a\u0e16\u0e32\u0e1a\u0e31\u0e19\u0e2d\u0e38\u0e14\u0e21\u0e28\u0e36\u0e01\u0e29\u0e32\u0e40\u0e2d\u0e01\u0e0a\u0e19<\/a><\/td>\u0e2a\u0e38\u0e20\u0e32\u0e1e\u0e23 \u0e19\u0e31\u0e19\u0e17\u0e28\u0e31\u0e01\u0e14\u0e34\u0e4c \u0e27\u0e34\u0e40\u0e0a\u0e35\u0e22\u0e23 \u0e1e\u0e31\u0e19\u0e18\u0e4c\u0e40\u0e04\u0e23\u0e37\u0e2d\u0e1a\u0e38\u0e15\u0e23 \u0e1e\u0e07\u0e28\u0e4c\u0e40\u0e17\u0e1e \u0e08\u0e34\u0e23\u0e30\u0e42\u0e23<\/td>\u0e27\u0e32\u0e23\u0e2a\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e4c \u0e21\u0e2b\u0e32\u0e27\u0e34\u0e17\u0e22\u0e32\u0e25\u0e31\u0e22\u0e01\u0e23\u0e38\u0e07\u0e40\u0e17\u0e1e\u0e18\u0e19\u0e1a\u0e38\u0e23\u0e35,11(3),41-55 (Sep.-Dec. 2023)<\/td>TCI2<\/td>0.60<\/td><\/tr>
4<\/td>Digital Citizenship of Catholic School Students in Nakhon Sawan Province, Thailand<\/a><\/td>Rangsiphon Plianplan* Somjate Waiyakarn  Orawan Chanchalor Wannee Tapaneeyakorn Janpen Hongtong<\/td>St. Theresa Journal of Humanities and Social Sciences, 10(1), 198-212 (Jan-Jun 2024)<\/td>TCI2<\/td>0.60<\/td><\/tr>
5<\/td>A Study of Administrative Factors Affecting the Performance of Using Educational Technology of Basic Education Teachers in Ongkarak District, Thailand<\/a><\/td>Chikezie Johnson Annop Phothisuk<\/td>St. Theresa Journal of Humanities and Social Sciences, 9(2), 130-143. (Jul-Dec2023)<\/td>TCI2<\/td>0.60<\/td><\/tr>
6<\/td>Digital Challenges: The Digital Competencies of Educational Institutions<\/a><\/td>Vichian Puncreobutr Budsayarat Puncreobutr<\/td>St. Theresa Journal of Humanities and Social Sciences, 9(2), 144-160 (Jul-Dec. 2023)<\/td>TCI2<\/td>0.60<\/td><\/tr>
7<\/td>Risk Management of Universities in the Age of Digital Disruption<\/a><\/td>Vichian Puncreobutr Budsayarat Puncreobutr<\/td>St. Theresa Journal of Humanities and Social Sciences, 9(2), 144-160 (Jul-Dec. 2023)<\/td>TCI2<\/td>0.60<\/td><\/tr>
8<\/td>A Study of the Student-Teacher Internship Program
at The Demonstration School of Ramkhamhaeng
University, Thailand<\/a><\/td>		Adaka Adaugo Francisca
Pojanee MangKang <\/td>		Asian Journal of Social Science and Management Technology November-December, 2024<\/td><\/td><\/td><\/tr>
9<\/td>A Study on the Strategic Management Processes of Christian Schools in Thailand<\/a><\/td>Anthony Charles Mazzrillo
Pojanee Mangkang
Annop Phothisuk<\/td>		ASEAN Journal of Education. July-December 2024<\/td>TCI1<\/td>0.60<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

8.4 Data are provided to show directly the achievement of the programme outcomes, which are established and monitored.<\/strong><\/p>\n\n\n\n

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

The program\u2019s faculty members report to the curriculum management committee, which is responsible for reviewing and evaluating the attainment of the program\u2019s intended learning outcomes. Clearly defined strategies and mechanisms are established to ensure the effective achievement of these outcomes. In addition, the university maintains an integrated data management system that provides direct evidence of the program\u2019s performance and outcome achievement. This system is continuously monitored, supervised, and improved to enhance operational efficiency and ensure the successful implementation of academic initiatives and projects.<\/p>\n\n\n\n

Furthermore, all academic data and relevant records are systematically maintained and updated through Google Classroom and the university\u2019s Management Information System (MIS) following the completion of each academic semester at St Teresa International University. The centralized MIS platform supports accurate data management and facilitates ongoing monitoring and evaluation of program performance through the University MIS System<\/a><\/p>\n\n\n\n

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

8.5 Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement.<\/strong><\/p>\n\n\n\n

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

The curriculum management committee systematically monitors the achievement of the Program Learning Outcomes (PLOs)<\/strong> through clearly established mechanisms and strategies designed to ensure the attainment of intended learning outcomes. This process is integrated with student assessment and evaluation procedures to provide comprehensive evidence of student performance and learning achievement. Regular meetings are conducted to review, improve, and further develop the curriculum, while also assessing stakeholder satisfaction and gathering student feedback regarding curriculum implementation each semester.<\/p>\n\n\n\n

In addition, curriculum evaluation research is undertaken continuously with ongoing monitoring and review processes. The findings generated from these evaluations serve as valuable inputs for curriculum enhancement and are utilized to support improvements both during the implementation phase and in future curriculum revisions.<\/p>\n\n\n\n

The feedback collected from these evaluations enables program coordinators and faculty members to make informed curriculum adjustments that strengthen program quality and increase stakeholder satisfaction. Relevant data are systematically gathered through TQF 5 surveys<\/strong>, which assess standard learning outcomes across multiple domains, including knowledge, skills, ethics and professional teaching ethics, educational administration competencies, and desirable attributes. These competencies are aligned with the learning outcomes specified in MCO 2<\/strong>. Furthermore, emerging information and future findings will continue to be incorporated into the evaluation process, ensuring that survey results are used as evidence-based inputs for ongoing curriculum improvement and development.<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/td>Name_Evidence<\/strong><\/td><\/tr>
8.1<\/td>List and percentage of retention <\/a><\/td><\/tr>
8.2<\/td>Monitoring, retention and dropout in MIS <\/a><\/td><\/tr>
8.3<\/td>Creative Work of Students <\/a><\/td><\/tr>
8.4<\/td>TQF 2, TQF 3 and TQF 5 of University MIS System<\/a><\/td><\/tr>
8.5 <\/td>Survey form for future graduates <\/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>
8.1 The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement.<\/td>\/<\/td>1<\/td><\/tr>
8.2 Employability as well as self-employment, entrepreneurship, and advancement to further studies, are shown to be established, monitored, and benchmarked for improvement.<\/td>\/<\/td>1<\/td><\/tr>
8.3 Research and creative work output and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement.<\/td>\/<\/td>1<\/td><\/tr>
8.4 Data are provided to show directly the achievement of the programme outcomes, which are established and monitored.<\/td>\/<\/td>1<\/td><\/tr>
8.5 Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement.<\/td>\/<\/td>1<\/td><\/tr>
Overall<\/strong><\/strong><\/td>5<\/strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"menu_order":11,"comment_status":"open","ping_status":"closed","template":"","class_list":["post-17699","med_report","type-med_report","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/med_report\/17699","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/med_report"}],"about":[{"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/types\/med_report"}],"replies":[{"embeddable":true,"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=17699"}],"version-history":[{"count":16,"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/med_report\/17699\/revisions"}],"predecessor-version":[{"id":21102,"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=\/wp\/v2\/med_report\/17699\/revisions\/21102"}],"wp:attachment":[{"href":"https:\/\/qa.trsu.ac.th\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=17699"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}