{"id":17719,"date":"2025-03-09T08:37:30","date_gmt":"2025-03-09T08:37:30","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/education\/?post_type=meds_report&p=17719"},"modified":"2026-06-07T15:39:51","modified_gmt":"2026-06-07T15:39:51","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%99-6","status":"publish","type":"meds_report","link":"https:\/\/qa.trsu.ac.th\/education\/?meds_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%99-6","title":{"rendered":"Section 4 Performance Results Based on Quality Criteria (Criterion 6 – Student Support Services)"},"content":{"rendered":"\n

Criterion 6 – Student Support Services<\/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

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.<\/strong><\/p>\n\n\n\n

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

The M.Ed.-LMS programme maintains a clearly defined, formally documented, and publicly communicated student intake policy that is reviewed and updated in accordance with institutional and national regulatory requirements to ensure its continued currency and relevance.<\/p>\n\n\n\n

The student intake policy is governed at the institutional level by TRSU’s University Admissions Regulations, which establish the overarching principles for graduate programme admissions across all faculties. At the programme level, the M.Ed.-LMS Admissions Policy operationalises these institutional regulations, specifying the admission criteria, required qualifications, application procedure, selection process, and conditions of enrolment specific to graduate study in learning management science.<\/p>\n\n\n\n

The admission criteria for the M.Ed.-LMS programme are specified in full in the Revised Curriculum 2025 and the Programme Admissions Announcement published each academic year. Applicants must hold a bachelor’s degree from a recognised institution with a minimum cumulative grade point average as specified in the current admissions announcement. Applicants whose undergraduate major is in a field other than education may be required to complete bridging or prerequisite coursework as determined by the programme admissions committee. Applicants are additionally required to demonstrate English language proficiency at the level specified in the current admissions announcement, consistent with the programme’s international educational orientation. For Plan 2.1(2), which leads to eligibility for the Teacher Council of Thailand professional teaching licence, applicants must additionally meet the Khurusapha requirements for admission to a teacher education programme at the graduate level.<\/p>\n\n\n\n

The admission procedure requires applicants to submit a completed application form, certified copies of academic credentials, a statement of professional intent, and any additional documents specified in the admissions announcement. Shortlisted applicants are invited to an admissions interview conducted by a panel of faculty members, at which the applicant’s academic background, professional experience, research interests, and motivation for graduate study in learning management science are assessed. Admission decisions are made by the programme admissions committee and communicated to applicants within the timeline specified in the admissions announcement. Successful applicants receive a formal offer of admission letter specifying the conditions of enrolment and the documentation required for registration.<\/p>\n\n\n\n

The admissions policy and criteria are communicated and published through multiple channels. The annual Admissions Announcement is published on the Faculty of Education website (https:\/\/facultyofeducation.net<\/a>) and the Graduate Programme website (https:\/\/drsuphak.wixsite.com\/graduateschooledstic<\/a>), the TRSU main university website, and through the Faculty’s official social media and LINE Official Account channels. The full programme specification \u2014 including the admission criteria \u2014 is contained in the publicly accessible LMS Curriculum 2025 document. The programme’s admissions information is reviewed and updated each academic year before the opening of the application period to ensure that all published information reflects current regulatory requirements, available places, and any changes to admission criteria approved by the programme committee.<\/p>\n\n\n\n

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

Evidence ID<\/th>Evidence Name<\/th>Description \/ Source<\/th><\/tr><\/thead>
6.1-1<\/td>Annual Admissions Announcement (AY 2025\u20132026)<\/td>The current year’s official admissions announcement specifying all intake criteria, required qualifications, English proficiency requirements, application documents, interview procedure, and key dates, published on the Faculty website and Graduate Programme website.<\/td><\/tr>
6.1-2<\/td>LMS Curriculum 2025 \u2014 Admission Requirements Section<\/td>Curriculum document section formally specifying the admission criteria and conditions for each study plan, constituting the regulatory basis for the programme’s intake policy.<\/td><\/tr>
6.1-3<\/td>TRSU University Admissions Regulations<\/td>Institutional admissions regulations providing the overarching framework within which the M.Ed.-LMS admissions policy operates, confirming its institutional legitimacy.<\/td><\/tr>
6.1-4<\/td>Admissions Interview Panel Records and Decision Documentation<\/td>Records of admissions interviews and committee decisions for each intake cohort, confirming that the selection procedure is applied consistently in accordance with the published criteria.<\/td><\/tr>
6.1-5<\/td>Faculty of Education and Graduate Programme Website Admissions Pages<\/td>Screenshots confirming the public accessibility and currency of admissions information on the Faculty website (https:\/\/facultyofeducation.net<\/a>) and Graduate Programme website (https:\/\/drsuphak.wixsite.com\/graduateschooledstic<\/a>).<\/td><\/tr>
6.1-6<\/td>Offer of Admission Letters (De-identified Sample)<\/td>De-identified sample of formal admission offer letters issued to successful applicants, confirming the conditions of enrolment and documentation requirements communicated to admitted students.<\/td><\/tr>
6.1-7<\/td>Annual Admissions Policy Review Records<\/td>Programme committee records documenting the annual review and update of the admissions policy and announcement before each application cycle, confirming the policy remains current and up-to-date.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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.<\/strong><\/p>\n\n\n\n

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

The M.Ed.-LMS programme and the Faculty of Education conduct systematic short-term and long-term planning for the full range of academic and non-academic support services required to support the programme’s teaching, research, and community service functions at a level of sufficiency and quality appropriate for graduate education in learning management science.<\/p>\n\n\n\n

Short-term planning for student support services is conducted through the Faculty’s Annual Operation Plan, which is prepared at the start of each academic year and specifies the support services to be provided, the responsible parties, the allocated resources, the quality targets, and the monitoring schedule for the coming year. The Annual Operation Plan addresses support in three functional domains. For teaching support, the plan specifies the library resources to be acquired or renewed, the LMS-TRSU platform maintenance and development activities scheduled, the laboratory and classroom facilities upgrades planned, the visiting lecturer and guest speaker engagements to be organised, and the academic advisory capacity to be maintained relative to projected student enrolment. For research support, the plan specifies the thesis and independent study supervision allocation, the access to research databases and academic journals to be maintained, the research seminar and workshop schedule, and the funding available for student research activities. For community service support, the plan specifies the WIL practicum placements to be organised and maintained with partner schools, the PLC Center activities to be conducted, and the STIC-Schools Network engagement activities planned for the year.<\/p>\n\n\n\n

Long-term planning for student support services is embedded in the Faculty Strategic Plan 2562\u20132570, which sets a multi-year direction for support service development aligned with the Faculty’s mission and the programme’s evolving professional context. The Strategic Plan identifies long-term priorities including the expansion of the partner school network to broaden WIL placement opportunities, the development of digital and online support infrastructure to extend the reach of academic and advisory services, the strengthening of research support through the development of a graduate research funding scheme, and the enhancement of international collaboration opportunities for students through the Faculty’s international network. Resource allocation for long-term support service development is reviewed annually against the Strategic Plan’s targets and adjusted in the light of available institutional resources and emerging student needs.<\/p>\n\n\n\n

The sufficiency and quality of support services are monitored through the Faculty’s IQA system, which includes annual student satisfaction surveys addressing the adequacy of academic and non-academic support. Results are reviewed by the Faculty management team and feed into both the short-term planning cycle for the following year and the mid-term review of the Strategic Plan’s targets. This ensures that planning for support services is not conducted on the basis of projected needs alone but is continuously calibrated against the actual experience and expressed needs of enrolled students.<\/p>\n\n\n\n

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

Evidence ID<\/th>Evidence Name<\/th>Description \/ Source<\/th><\/tr><\/thead>
6.2-1<\/td>Faculty of Education Annual Operation Plan (AY 2025)<\/td>Current year’s operational plan specifying all academic and non-academic support services planned for the year across teaching, research, and community service functions, with responsible parties, resource allocation, and monitoring schedule. Published at https:\/\/facultyofeducation.net\/operation-plan\/<\/a><\/td><\/tr>
6.2-2<\/td>Faculty Strategic Plan 2562\u20132570 \u2014 Student Support Development Section<\/td>Long-term strategic plan section addressing the multi-year priorities for support service development, confirming that long-term planning for student support is conducted at the institutional level. Published at https:\/\/facultyofeducation.net\/strategic-plan-2560-2563\/<\/a><\/td><\/tr>
6.2-3<\/td>Library and Research Database <\/td>http:\/\/library.trsu.ac.th\/ulib6\/<\/a><\/td><\/tr>
6.2-4<\/td>WIL Partner School Network Development Plan<\/td>https:\/\/4fc3e7f5-50a0-4f9f-9bd6-062e287fe7a7.usrfiles.com\/ugd\/4fc3e7_db4c7154c34c4cc0a08e38d0aaaed8ac.pdf<\/a><\/td><\/tr>
6.2-5<\/td>LMS-TRSU Platform Development and Maintenance Schedule<\/a><\/td>Technical plan for the maintenance, upgrade, and development of the LMS-TRSU learning management system supporting online access to academic resources and student services.<\/td><\/tr>
6.2-6<\/td>Student Satisfaction Survey Results<\/td>https:\/\/drive.google.com\/file\/d\/1aKo0sMWK-KlnQA4kC3A4mvxB3eRwleEk\/view?usp=sharing<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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.<\/strong><\/p>\n\n\n\n

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

The M.Ed.-LMS programme operates a comprehensive, multi-layered system for monitoring student progress, academic performance, and workload throughout the programme. This system combines institutional data systems, faculty-level monitoring processes, and individual academic advisory relationships to ensure that every student’s progress is tracked, that underperformance or overload is identified promptly, and that timely, appropriate feedback and corrective action are provided when necessary.<\/p>\n\n\n\n

At the institutional level, TRSU’s Student Information System (SIS) records and maintains the complete academic record of every enrolled student, including course registration, attendance, grade history, credit accumulation, and academic standing status. The SIS provides real-time data on student progression against the graduation requirements of the student’s study plan, enabling both programme administrators and academic advisors to identify at any point in the programme whether a student is on track, at risk of falling behind the expected progression timeline, or in breach of the programme’s academic standing requirements. The programme director accesses SIS data each semester to produce a cohort-level progress report reviewed by the programme committee.<\/p>\n\n\n\n

At the programme level, the Google Classroom Monitoring Room established for each student cohort provides an additional layer of progress monitoring specific to the M.Ed.-LMS programme. Course instructors record attendance, assignment submission status, and interim assessment results in the Monitoring Room, enabling the programme director and academic advisors to access a consolidated real-time picture of each student’s engagement and performance across all current courses. This programme-level monitoring system is particularly important for identifying early warning signs of academic difficulty \u2014 such as patterns of non-submission, declining assessment performance, or unexplained absence \u2014 before they develop into progression failures.<\/p>\n\n\n\n

At the individual level, the Academic Advisor system is the primary mechanism through which monitoring translates into personalised feedback and corrective action. Each student is assigned a faculty academic advisor at the beginning of the programme, and advisory meetings are scheduled at minimum once per semester, with additional meetings convened as needed when a student’s monitoring data indicates concern. At each advisory meeting, the advisor reviews the student’s current academic performance, thesis or independent study progress, workload balance, and any personal or professional circumstances affecting study. Where the advisory meeting identifies that corrective action is needed \u2014 for example, study strategy adjustment, course load reduction, access to additional academic support, or referral to counselling services \u2014 the agreed actions are documented in the advisory meeting record and monitored for implementation at the following meeting.<\/p>\n\n\n\n

Workload monitoring is addressed through the programme’s credit-hour system and the course scheduling procedures, which are designed to ensure that the total assessment load across courses offered in the same semester is appropriate for graduate-level study without requiring students to work at an unsustainable level. The Assessment Timeline published each semester distributes major submission deadlines across the semester to prevent assessment bunching. Where students identify workload concerns through the Teaching and Learning Evaluation Survey or through direct communication with their advisor, these concerns are reviewed by the programme director and, where systemic patterns are identified, addressed in the following semester’s course scheduling and assessment planning.<\/p>\n\n\n\n

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

Evidence ID<\/th>Evidence Name<\/th><\/tr><\/thead>
6.3-1<\/td>TRSU Student Information System (SIS) \u2014 Student Progress Data Interface<\/a><\/td><\/tr>
6.3-2<\/td>Google Classroom Monitoring Room Records
1. 143 103 & 143 003 Subject <\/a>Google Classroom
2. 142 203 Subject Google Classroom<\/a><\/td><\/tr>
6.3-3<\/td>Cohort-Level Academic Progress Reports (Semester)<\/a><\/td><\/tr>
6.3-4<\/td>Assessment Timeline (Semester Schedule of Major Submission Deadlines)<\/a><\/td><\/tr>
6.3-5<\/td>At-Risk Student Intervention Records (De-identified)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.<\/strong><\/p>\n\n\n\n

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

The M.Ed.-LMS programme provides a rich and purposefully designed range of co-curricular activities, professional development opportunities, and student support services that complement and enrich the formal curriculum, deepen students’ learning experience, and strengthen their professional employability as educational leaders and learning management professionals.<\/p>\n\n\n\n

Co-curricular activities are organised around three dimensions that directly relate to the programme’s educational philosophy and PLO framework. The first dimension is professional community engagement, which includes participation in the PLC Center for Strengthening (TRSU-PSF, https:\/\/www.edtrsupsf.com<\/a>), attendance at the STIC-Schools Network activities and school development workshops (https:\/\/suphak1954.wixsite.com\/mysite<\/a>), and engagement with the U-Schools Mentoring Programme. These activities extend students’ professional learning beyond the classroom into authentic community settings, developing the collaborative professional inquiry skills and school-improvement orientation that are hallmarks of effective educational leadership.<\/p>\n\n\n\n

The second co-curricular dimension is academic and professional enrichment, which includes the Foundation Strengthening programme providing academic skill development workshops in research writing, academic English communication, and scholarly presentation; the Character Strengthening programme developing professional identity, ethical leadership, and intercultural competence; the annual programme seminar series featuring presentations by distinguished educators, researchers, and educational policy practitioners from Thailand and internationally; and access to the ONESQA national network activities (https:\/\/suphak3.wixsite.com\/my-site-3<\/a>) connecting students to the national quality assurance community in education.<\/p>\n\n\n\n

The third co-curricular dimension is digital and technological professional development, including training in the use of LMS-TRSU and digital educational tools, participation in the Faculty’s technology-enhanced learning workshops, and access to the programme’s digital resource library supporting the development of ICT competency identified as a priority in the Revised Curriculum 2025 PLO framework.<\/p>\n\n\n\n

Student support services for employability enhancement include a career development advisory service providing individual guidance on professional positioning, application strategy, and career pathway planning for graduates seeking leadership roles in schools, educational organisations, and research institutions. The programme’s alumni network, maintained through the Graduate Programme website and LINE Official Account, provides students with access to a community of M.Ed.-LMS graduates whose professional experience and connections are a direct resource for career development. The Teacher Council of Thailand teaching licence pathway, available to Plan 2.1(2) students who complete the Khurusapha requirements, is itself a significant employability support service, providing graduates with a nationally recognised professional credential that directly enhances their eligibility for teaching and educational leadership positions in Thai educational institutions.<\/p>\n\n\n\n

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

Evidence ID<\/th>Evidence Name<\/th>Description \/ Source<\/th><\/tr><\/thead>
6.4-1<\/td>PLC Center Annual Activity Programme and Participation Records (TRSU-PSF)<\/td>Annual programme of PLC Center activities and student participation records confirming the availability and uptake of professional community engagement as a co-curricular learning and employability development opportunity. https:\/\/www.edtrsupsf.com<\/a><\/td><\/tr>
6.4-2<\/td>Foundation Strengthening and Character Strengthening Programme Schedules and Attendance Records<\/td>Schedules and attendance records for the Foundation Strengthening and Character Strengthening co-curricular programmes, confirming student access to structured academic and professional identity development activities.<\/td><\/tr>
6.4-3<\/td>Programme Seminar Series Schedule and Speaker Records (AY 2025)<\/td>Seminar series schedule listing all speakers, topics, and student attendance for the current academic year, confirming access to professional enrichment and networking activities beyond the formal curriculum.<\/td><\/tr>
6.4-4<\/td>STIC-Schools Network and U-Schools Mentoring Participation Records<\/td>Records of student participation in STIC-Schools Network school development workshops and the U-Schools Mentoring programme, confirming co-curricular engagement in authentic school improvement work. https:\/\/suphak1954.wixsite.com\/mysite<\/a><\/td><\/tr>
6.4-5<\/td>Career Development Advisory Service Records and Graduate Employment Data<\/td>Records of career advisory consultations provided to M.Ed.-LMS students and graduates, together with graduate employment outcome data confirming the effectiveness of employability support services.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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.<\/strong><\/p>\n\n\n\n

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

The M.Ed.-LMS programme and the Faculty of Education operate a structured system for identifying, recruiting, deploying, and evaluating the competences of all support staff whose work contributes to the delivery of student services, ensuring that the human resource base for student support is appropriately skilled, clearly organised, and continuously developed to meet the evolving needs of students and other stakeholders.<\/p>\n\n\n\n

The competences required of support staff are identified through a role-based competency framework established in the Faculty’s Staff Competency and Role Specification document. This document defines the specific competencies required for each support role that interfaces with student services, including the academic programme coordinator, the student affairs officer, the library and learning resources staff, the LMS-TRSU system administrator, the WIL practicum coordinator, and the financial and administrative support staff. For each role, the competency specification identifies the technical knowledge, professional skills, interpersonal competencies, and personal attributes required to perform the role at the standard expected by the Faculty, providing the basis for both recruitment decisions and deployment assignments.<\/p>\n\n\n\n

Recruitment of support staff is conducted against the published competency specifications for each role. Position announcements specify the required qualifications, experience, and competencies, and the selection process \u2014 which includes document review, practical skills assessment, and interview \u2014 is designed to evaluate candidates’ actual demonstration of the specified competencies rather than credentials alone. Deployment decisions ensure that staff members are assigned to roles that match their confirmed competency profile, and where a staff member is new to a role, a structured induction and mentoring period is provided to build the specific competencies required.<\/p>\n\n\n\n

The competences of support staff are evaluated on an ongoing basis through the Faculty’s Annual Staff Performance Appraisal system, which assesses each staff member’s performance against the competency standards for their role and against the specific service delivery targets set for the year. Appraisal results are reviewed by the Faculty dean and used to inform decisions about professional development, role reassignment, and recognition. Where the appraisal identifies a gap between a staff member’s current competency and the standard required for their role \u2014 particularly where stakeholder needs have evolved and new competencies have become relevant \u2014 a targeted professional development plan is developed and implemented.<\/p>\n\n\n\n

Roles and relationships among support staff are defined in the Faculty’s Organisational Chart and the Staff Role and Responsibility Matrix, which specify each position’s scope of responsibility, reporting relationship, and points of collaboration with other roles in the student support system. These documents are reviewed annually and updated whenever organisational changes occur, ensuring that the division of responsibility and the channels of coordination among support staff remain clear, current, and functional. Students are informed of the relevant support staff contacts and their responsibilities through the Programme Handbook and the Faculty website, ensuring that they know who to approach for each type of support need.<\/p>\n\n\n\n

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

Evidence ID<\/th>Evidence Name<\/th><\/tr><\/thead>
6.5-1<\/td>Staff Competency and Role Specification Document (Support Staff)<\/a><\/td><\/tr>
6.5-2<\/td>Support Staff Recruitment and Selection Records
1. Link 1<\/a>
2. Link 2- QUALIFICATION OF SUPPORTING STAFF<\/strong><\/a><\/td><\/tr>
6.5-3<\/td>Annual Staff Performance Appraisal Records<\/a><\/td><\/tr>
6.5-4<\/td>Support Staff Professional Development Plans and Training Records<\/a><\/td><\/tr>
6.5-5<\/td>Faculty Organisational Chart and Staff Role and Responsibility Matrix<\/a><\/td><\/tr>
6.5-6<\/td>Student Support Staff Contacts and Responsibilities<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.<\/strong><\/p>\n\n\n\n

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

The M.Ed.-LMS programme and the Faculty of Education operate a systematic cycle of evaluation, benchmarking, and enhancement for all student support services, ensuring that the support system continuously develops in response to evidence of performance and in alignment with best practice standards at comparable institutions.<\/p>\n\n\n\n

Evaluation of student support services is conducted through multiple instruments and processes that together provide a comprehensive picture of service quality, sufficiency, and impact. The Student Support Services Satisfaction Survey, administered annually to all enrolled M.Ed.-LMS students, assesses student experience and satisfaction across the full range of academic and non-academic support services, including academic advising, library and research resources, LMS-TRSU platform access, WIL practicum support, co-curricular activities, administrative services, and career development support. Survey results are analysed by the Faculty’s quality assurance unit and reported to the Faculty management team, with disaggregated results shared with the relevant service delivery units to enable targeted improvement responses. The Graduate Follow-Up Survey includes a dedicated section addressing graduates’ retrospective assessment of the adequacy and quality of the support services they received during the programme, providing a post-graduation perspective on the long-term impact of support services on professional preparation and employability.<\/p>\n\n\n\n

Internal evaluation is supplemented by the Faculty’s annual IQA review, which includes a structured assessment of student support service quality indicators against the targets set in the Annual Operation Plan. The IQA review identifies services that have met or exceeded their targets, services that have fallen short, and the factors contributing to each outcome. Review findings are documented in the IQA Annual Report and feed directly into the following year’s operation plan, closing the evaluation-improvement loop.<\/p>\n\n\n\n

Benchmarking of student support services is conducted through the Faculty’s participation in the AUN-QA assessment process, which provides a structured framework for comparing the programme’s support service standards against those of comparable AUN-QA assessed programmes at peer institutions in the ASEAN region. The Faculty also engages in benchmarking through its international partnerships and through participation in national higher education quality networks, including the ONESQA network, which provide access to comparative data and best practice examples from Thai and regional universities. Specific benchmarking exercises have been conducted for the academic advisory system, the library and research resource provision, and the WIL practicum coordination function, with findings documented in the Benchmarking Reports and used to set improvement targets.<\/p>\n\n\n\n

Enhancement actions resulting from the evaluation and benchmarking cycle are documented in the Faculty Improvement Plan 2566\u20132568 and implemented through the Annual Operation Plan. Recent enhancement actions include the development of an enhanced online academic advisory interface enabling remote advisory meetings and digital progress tracking for students who are engaged in professional practice away from the campus, the expansion of digital research database subscriptions in response to student feedback identifying gaps in resource coverage, and the strengthening of the pre-placement WIL orientation programme in response to partner school supervisors’ feedback that students were arriving at placements insufficiently prepared for the administrative and relational demands of the school environment.<\/p>\n\n\n\n

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

ID_Evidence<\/strong><\/td>Name_Evidence<\/strong><\/td><\/tr>
6.6-1<\/td> Semester-based student satisfaction surveys<\/a><\/td><\/tr>
6.6-2<\/td> Feedback forms or Google Form screenshots<\/a><\/td><\/tr>
6.6-3<\/td> Reports of system upgrades
(e.g.,
LMS improvements<\/a>,
library systems<\/a>)<\/td><\/tr>
6.6-4<\/td>Institutional Policies and Guidelines<\/a><\/td><\/tr>
6.6-5<\/td>Students’ Satisfaction Survey Learning Support <\/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>
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.<\/td>\/<\/td>1<\/td><\/tr>
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.<\/td>\/<\/td>1<\/td><\/tr>
6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability.<\/td>\/<\/td><\/tr>
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.<\/td>\/<\/td>1<\/td><\/tr>
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.<\/td>\/<\/td>1<\/td><\/tr>
6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement.<\/td>\/<\/td>1<\/td><\/tr>
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