{"id":5676,"date":"2025-03-09T04:55:13","date_gmt":"2025-03-09T04:55:13","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/humanities-social-sciences\/?page_id=5676"},"modified":"2026-07-06T08:17:23","modified_gmt":"2026-07-06T08:17:23","slug":"%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-1-%e0%b8%9a%e0%b8%97%e0%b8%99%e0%b8%b3","status":"publish","type":"page","link":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/?page_id=5676","title":{"rendered":"\u0e2a\u0e48\u0e27\u0e19\u0e17\u0e35\u0e48 1 \u0e1a\u0e17\u0e19\u0e33"},"content":{"rendered":"\n

\u0e1a\u0e23\u0e34\u0e1a\u0e17 \u0e41\u0e25\u0e30\u0e42\u0e04\u0e23\u0e07\u0e23\u0e48\u0e32\u0e07\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23<\/strong><\/p>\n\n\n\n

\u0e1a\u0e23\u0e34\u0e1a\u0e17<\/strong><\/strong><\/p>\n\n\n\n

1. \u0e1b\u0e23\u0e30\u0e27\u0e31\u0e15\u0e34\u0e04\u0e13\u0e30<\/strong><\/p>\n\n\n\n

Background and Development<\/strong><\/p>\n\n\n\n

The Faculty of Humanities and Social Sciences evolved through several key developmental phases aimed at enhancing management efficiency and graduate production:<\/p>\n\n\n\n

\u2022 <\/strong>Establishment & Integration:<\/strong> Founded through the merger of the Faculty of Liberal Arts and the Faculty of Education under the initial name “Faculty of Humanities.”<\/p>\n\n\n\n

\u2022 <\/strong>2012 Academic Year:<\/strong> Renamed the “Faculty of Humanities and Social Sciences” to better represent the dual scope of its academic work.<\/p>\n\n\n\n

\u2022 <\/strong>2014 Academic Year:<\/strong> The College Council detached the Faculty of Education into an independent entity to streamline teacher training. The Faculty subsequently streamlined its focus toward its English Program for Business Communication.<\/p>\n\n\n\n

\u2022 <\/strong>2015 Academic Year:<\/strong> Expanded its academic offerings by introducing a new curriculum in Communication Arts.<\/p>\n\n\n\n

2. \u0e08\u0e33\u0e19\u0e27\u0e19\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23 \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2568<\/strong><\/p>\n\n\n\n

\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23<\/strong><\/strong><\/td><\/tr>
1.Bachelor of Arts in English for Business Communication<\/td><\/tr>
2.Bachelor of Arts in Communication Arts in Digital Media<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

3. \u0e08\u0e33\u0e19\u0e27\u0e19\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32 \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2568<\/strong><\/strong><\/p>\n\n\n\n

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

\u0e23\u0e2b\u0e31\u0e2a\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/a><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19(\u0e1e\u0e23\u0e49\u0e2d\u0e21\u0e41\u0e19\u0e1a\u0e25\u0e34\u0e49\u0e07\u0e04\u0e4c)<\/strong><\/strong><\/td><\/tr><\/thead>
2-1<\/td>\u0e21\u0e04\u0e2d.2 \u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e28\u0e34\u0e25\u0e1b\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15 \u0e2a\u0e32\u0e02\u0e32\u0e27\u0e34\u0e0a\u0e32\u0e20\u0e32\u0e29\u0e32\u0e2d\u0e31\u0e07\u0e01\u0e24\u0e29\u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e01\u0e32\u0e23\u0e2a\u0e37\u0e48\u0e2d\u0e2a\u0e32\u0e23\u0e17\u0e32\u0e07\u0e18\u0e38\u0e23\u0e01\u0e34\u0e08 (\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e19\u0e32\u0e19\u0e32\u0e0a\u0e32\u0e15\u0e34\/\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e1b\u0e23\u0e31\u0e1a\u0e1b\u0e23\u0e38\u0e07 \u0e1e.\u0e28. 2562<\/a><\/td><\/tr>
2-2<\/td>\u0e21\u0e04\u0e2d.2 \u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e28\u0e34\u0e25\u0e1b\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15 \u0e2a\u0e32\u0e02\u0e32\u0e27\u0e34\u0e0a\u0e32\u0e20\u0e32\u0e29\u0e32\u0e2d\u0e31\u0e07\u0e01\u0e24\u0e29\u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e01\u0e32\u0e23\u0e2a\u0e37\u0e48\u0e2d\u0e2a\u0e32\u0e23\u0e17\u0e32\u0e07\u0e18\u0e38\u0e23\u0e01\u0e34\u0e08 (\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e19\u0e32\u0e19\u0e32\u0e0a\u0e32\u0e15\u0e34\/\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e1b\u0e23\u0e31\u0e1a\u0e1b\u0e23\u0e38\u0e07 \u0e1e.\u0e28. 2567<\/a><\/td><\/tr>
2-3<\/td>\u0e21\u0e04\u0e2d.2 \u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e19\u0e34\u0e40\u0e17\u0e28\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15 \u0e2a\u0e32\u0e02\u0e32\u0e27\u0e34\u0e0a\u0e32\u0e2a\u0e37\u0e48\u0e2d\u0e14\u0e34\u0e08\u0e34\u0e17\u0e31\u0e25 (\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e1b\u0e23\u0e31\u0e1a\u0e1b\u0e23\u0e38\u0e07 \u0e1e.\u0e28. 2563)<\/a><\/td><\/tr>
2-4<\/td>\u0e21\u0e04\u0e2d.2 \u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e19\u0e34\u0e40\u0e17\u0e28\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15 \u0e2a\u0e32\u0e02\u0e32\u0e27\u0e34\u0e0a\u0e32\u0e2a\u0e37\u0e48\u0e2d\u0e14\u0e34\u0e08\u0e34\u0e17\u0e31\u0e25 (\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e1b\u0e23\u0e31\u0e1a\u0e1b\u0e23\u0e38\u0e07 \u0e1e.\u0e28. 2568)<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

3. \u0e08\u0e33\u0e19\u0e27\u0e19\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e40\u0e15\u0e47\u0e21\u0e40\u0e27\u0e25\u0e32\u0e40\u0e17\u0e35\u0e22\u0e1a\u0e40\u0e17\u0e48\u0e32 (FTES) \u0e23\u0e27\u0e21\u0e17\u0e38\u0e01\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23<\/strong>umber of students in academic year 2025 (\u0e08\u0e33\u0e19\u0e27\u0e19\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32 \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2568)<\/strong><\/strong><\/p>\n\n\n\n

\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23<\/strong><\/strong><\/td>\u0e1b\u0e35 1<\/strong><\/strong><\/td>\u0e1b\u0e35 2<\/strong><\/strong><\/td>\u0e1b\u0e35 3<\/strong><\/strong><\/td>\u0e1b\u0e35 4<\/strong><\/strong><\/td>\u0e23\u0e27\u0e21\u0e0a\u0e31\u0e49\u0e19\u0e1b\u0e35<\/strong><\/td><\/tr>
1. Bachelor of Arts in English for Business Communication (BE)<\/td>7<\/td>13<\/td>9<\/td>5<\/td>34<\/td><\/tr>
2. Bachelor of Arts in Communication Arts in Digital Media (CA).<\/td>2<\/td>7<\/td>4<\/td>5<\/td>18<\/td><\/tr>
\u0e23\u0e27\u0e21<\/strong><\/strong><\/td>9<\/strong><\/strong><\/td>20<\/strong><\/strong><\/td>13<\/strong><\/strong><\/td>10<\/strong><\/strong><\/td>52<\/strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

5. \u0e08\u0e33\u0e19\u0e27\u0e19\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2568 \u0e08\u0e33\u0e41\u0e19\u0e01\u0e15\u0e32\u0e21\u0e15\u0e33\u0e41\u0e2b\u0e19\u0e48\u0e07\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23<\/strong><\/p>\n\n\n\n

\u0e04\u0e38\u0e13\u0e27\u0e38\u0e12\u0e34<\/strong><\/strong><\/td>\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/strong><\/strong><\/td>\u0e1c\u0e39\u0e49\u0e0a\u0e48\u0e27\u0e22\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/strong><\/strong><\/td>\u0e23\u0e2d\u0e07\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/strong><\/strong><\/td>\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/strong><\/strong><\/td><\/tr>
\u0e1b\u0e23\u0e34\u0e0d\u0e0d\u0e32\u0e15\u0e23\u0e35<\/strong><\/strong><\/td>–<\/td>–<\/td>–<\/td>–<\/td><\/tr>
\u0e1b\u0e23\u0e34\u0e0d\u0e0d\u0e32\u0e42\u0e17<\/strong><\/td>4<\/td>–<\/td>–<\/td>–<\/td><\/tr>
\u0e1b\u0e23\u0e34\u0e0d\u0e0d\u0e32\u0e40\u0e2d\u0e01<\/strong><\/strong><\/td>4<\/td>2<\/td>1<\/td>–<\/td><\/tr>
\u0e23\u0e27\u0e21<\/strong><\/strong><\/td>8<\/strong><\/strong><\/td>2<\/strong><\/td>1<\/strong><\/strong><\/td> <\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

\u0e23\u0e2b\u0e31\u0e2a\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19(\u0e1e\u0e23\u0e49\u0e2d\u0e21\u0e41\u0e19\u0e1a\u0e25\u0e34\u0e49\u0e07\u0e04\u0e4c)<\/strong><\/strong><\/td><\/tr>
5-1<\/td>\u0e23\u0e28. \u0e14\u0e23. \u0e1a\u0e38\u0e0d\u0e40\u0e23\u0e37\u0e2d\u0e07 \u0e0a\u0e37\u0e48\u0e19\u0e2a\u0e38\u0e27\u0e34\u0e21\u0e25<\/a><\/td><\/tr>
5-2<\/td>\u0e1c\u0e28.\u0e14\u0e23.\u0e2d\u0e38\u0e1a\u0e25 \u0e18\u0e40\u0e19\u0e28\u0e0a\u0e31\u0e22\u0e04\u0e38\u0e1b\u0e15\u0e4c<\/a><\/td><\/tr>
5-3<\/td>Dr. Arellado Ma Arlen Forro<\/a><\/td><\/tr>
5-4<\/td>Dr. Ekta Rana<\/a><\/td><\/tr>
5-5<\/td>Dr. Pushpraj Singh<\/a><\/td><\/tr>
5-6<\/td>\u0e1c\u0e28. \u0e14\u0e23.\u0e1a\u0e38\u0e0d\u0e17\u0e34\u0e27\u0e32 \u0e19\u0e32\u0e04\u0e30\u0e15\u0e30<\/a><\/td><\/tr>
5-7<\/td>\u0e19\u0e32\u0e22\u0e04\u0e21\u0e2a\u0e31\u0e19 \u0e2a\u0e37\u0e1a\u0e41\u0e2a\u0e07<\/a><\/td><\/tr>
5-8<\/td>\u0e19\u0e32\u0e07\u0e2a\u0e32\u0e27\u0e01\u0e31\u0e19\u0e15\u0e34\u0e19\u0e31\u0e19\u0e17\u0e4c \u0e40\u0e19\u0e15\u0e34\u0e1a\u0e31\u0e19\u0e25\u0e37\u0e2d\u0e24\u0e17\u0e18\u0e34\u0e4c<\/a><\/td><\/tr>
5-9<\/td>Dr.Ruth Ebenezer Amala<\/a><\/td><\/tr>
5-10<\/td>\u0e19\u0e32\u0e07\u0e08\u0e34\u0e23\u0e31\u0e15\u0e19\u0e32 \u0e01\u0e23\u0e35\u0e27\u0e07\u0e29\u0e4c<\/a><\/td><\/tr>
5-11<\/td>\u0e19\u0e32\u0e07\u0e2a\u0e32\u0e27\u0e27\u0e31\u0e19\u0e27\u0e34\u0e2a\u0e32\u0e02\u0e4c \u0e27\u0e07\u0e29\u0e4c\u0e40\u0e08\u0e23\u0e34\u0e0d<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

6. \u0e1c\u0e25\u0e07\u0e32\u0e19\u0e17\u0e32\u0e07\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23 \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 256<\/strong>8<\/p>\n\n\n\n

\u0e17\u0e35\u0e48<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e1a\u0e17\u0e04\u0e27\u0e32\u0e21\u0e27\u0e34\u0e08\u0e31\u0e22<\/strong><\/strong><\/td>\u0e1c\u0e39\u0e49\u0e27\u0e34\u0e08\u0e31\u0e22<\/strong><\/strong><\/td>\u0e27\u0e32\u0e23\u0e2a\u0e32\u0e23<\/strong><\/strong><\/td>\u0e10\u0e32\u0e19\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25<\/strong><\/strong><\/td>\u0e04\u0e30\u0e41\u0e19\u0e19<\/strong><\/strong><\/td>Link<\/strong><\/td><\/tr><\/thead>
1<\/td>Intercultural Competence as a Mediator Between Emotional Intelligence and Job Satisfaction: Insights from Teaching Professionals in Thailand<\/td>– Juan Rodrigo B. Del Villar – Boonroung Chunsuwimol<\/strong> – Leo Anthony B. Flores – Dario Abdullah Mando – Ramona B. Bayoging -Willard Jeff V. Pada – Chatchalai Sukmueang – Wiphawadee Leephetwongngam<\/td>Advances in Consumer Research, 2, 917-928.<\/td>Scopus Q4<\/td>1.0<\/td>6-1<\/a><\/td><\/tr>
2<\/td>Truth and Poetic Knowing: Kabir, Whitman, and Thematic Coding in Comparative Poetics<\/td>– <\/strong>Pushpraj Singh<\/strong> – <\/strong>Ekta Rana<\/strong><\/td>Thoughts, 45(2), 49-68.<\/td>TCI 1<\/td>0.8<\/td>6-2<\/a><\/td><\/tr>
3<\/td>Fragmented Identities and Feminist Schizoanalysis: Reimagining the Self in Contemporary American Fiction<\/td>– Pushpraj Singh – Ekta Rana<\/td>Journal of Studies in the English Language, 20(2), 20-35.<\/td>TCI 1<\/td>0.8<\/td>6-3<\/a><\/td><\/tr>
4<\/td>Will the Relationship Survive?: Asian Cinematic Humanism and the Aesthetics of Interdependence in Contemporary Asian Cinema<\/td>– Thanayod Lopattananont – Saksit Thaweekul – <\/strong>Khomson Suebsaeng<\/strong><\/strong><\/td>St. Theresa Journal of Humanities and Social Sciences, 12(1) Jan-June 2026 104-120<\/td>TCI 2<\/td>0.6<\/td>6-4<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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

\u0e23\u0e2b\u0e31\u0e2a\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19(\u0e1e\u0e23\u0e49\u0e2d\u0e21\u0e41\u0e19\u0e1a\u0e25\u0e34\u0e49\u0e07\u0e04\u0e4c)<\/strong><\/strong><\/td><\/tr><\/thead>
6-1<\/td>Research (1) Intercultural Competence as a Mediator Between Emotional<\/a> Intelligence and Job Satisfaction: Insights from Teaching<\/a> Professionals in Thailand<\/a><\/td><\/tr>
6-2<\/td>Research (2) Truth and Poetic Knowing: Kabir, Whitman, and Thematic Coding in Comparative Poetics<\/a><\/td><\/tr>
6-3<\/td>Research (3) Fragmented Identities and Feminist Schizoanalysis: Reimagining the Self in Contemporary American Fiction<\/a><\/td><\/tr>
6-4<\/td>Research (4) Will the Relationship Survive?: Asian Cinematic Humanism and the Aesthetics of Interdependence in Contemporary Asian Cinema<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

\u0e42\u0e04\u0e23\u0e07\u0e23\u0e48\u0e32\u0e07\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23 (<\/strong>Organizational Profile)<\/strong><\/p>\n\n\n\n

1.\u0e25\u0e31\u0e01\u0e29\u0e13\u0e30\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23 (Organizational Description)<\/strong><\/p>\n\n\n\n

\u0e01.\u0e2a\u0e20\u0e32\u0e1e\u0e41\u0e27\u0e14\u0e25\u0e49\u0e2d\u0e21\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23<\/p>\n\n\n\n

The Faculty focuses on producing quality graduates, research, and academic services that address the needs of the community, society, and the country through the operation of 2 academic fields: English for Business Communication and Communication Arts in Digital Media.<\/p>\n\n\n\n

    \n
  1. \u0e1c\u0e25\u0e34\u0e15\u0e20\u0e31\u0e13\u0e11\u0e4c<\/li>\n<\/ol>\n\n\n\n

    The Faculty classifies its duties and responsibilities into 3 main missions: education management, research and innovation, and academic services, as shown in Tables 1,2, and 3, respectively.<\/p>\n\n\n\n

    Table 1: Education Management<\/strong><\/p>\n\n\n\n

    Curriculum<\/strong><\/td>Number of Curriculum<\/strong><\/td>National Higher Education Qualification Standards<\/strong><\/td>Number of Students<\/strong><\/td><\/tr>
      Bachelor\u2019s degree<\/td>1<\/td>Qualification Standard 2565<\/td>52<\/td><\/tr>
    1<\/td>Qualification Standards 2558<\/td><\/tr>
      Collaborators<\/td>Internal<\/strong><\/td>External<\/strong><\/td><\/tr>
    4 faculties 4 departments<\/td>1 University in the UK 1 University in the Philippines<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    Table 2: Research and Innovation<\/strong><\/p>\n\n\n\n

    Research paper publication<\/strong><\/td>Internal  research fund<\/strong><\/td>External research fund<\/strong><\/td>SCOPUS<\/strong><\/td>TCI<\/strong><\/td><\/tr>
    4<\/strong><\/strong><\/td>–<\/td>280,000<\/td>1<\/td>3<\/td><\/tr>
    Research utilization<\/td>In education: classroom practice<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    Table 3: Academic Service<\/strong><\/p>\n\n\n\n

    Target community<\/strong><\/td>Non-revenue service<\/strong><\/td>Service utilization<\/strong><\/td><\/tr>
    3<\/td>\u221a  <\/td>Educational community Sustainable community<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
      \n
    • \u0e1e\u0e31\u0e19\u0e18\u0e01\u0e34\u0e08 \u0e27\u0e34\u0e2a\u0e31\u0e22\u0e17\u0e31\u0e28\u0e19\u0e4c \u0e04\u0e48\u0e32\u0e19\u0e34\u0e22\u0e21 \u0e41\u0e25\u0e30\u0e27\u0e31\u0e12\u0e19\u0e18\u0e23\u0e23\u0e21<\/li>\n<\/ul>\n\n\n\n

      A leading faculty in the humanities and social sciences dedicated to producing high-quality graduates with moral integrity and 21st-century learning skills in an international context.<\/p>\n\n\n\n

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

      The Faculty adheres to its core competencies and the University’s 3 missions:<\/p>\n\n\n\n

      1) Educational management: Develop globally competent, adaptable, and compassionate graduates equipped with   21st-century skills and a profound understanding of human behavior, culture, and society.<\/p>\n\n\n\n

      2) Research: Creating and developing knowledge based on the integration of the inside-out and outside-in knowledge for personal, community, and organizational achievement<\/p>\n\n\n\n

      3) Academic and community services: Promoting and supporting public activities in various forms, covering language development, local culture, and identity preservation, and social media knowledge transference to continuously develop the community and environment.<\/p>\n\n\n\n

      Values<\/strong>: <\/strong>We are HUSO family<\/strong>.<\/strong><\/strong><\/p>\n\n\n\n

                  H<\/strong>: <\/strong>Humility <\/strong>– Demonstrating modesty, respect, and openness by valuing collaboration and working harmoniously with others without arrogance or self-centeredness.<\/p>\n\n\n\n

      U<\/strong>: <\/strong>Unity <\/strong>– Fostering strong connections among individuals from diverse backgrounds, cultures, and generations to achieve common organizational goals.<\/p>\n\n\n\n

      S<\/strong>: <\/strong>Sustainability <\/strong>– Ensuring organizational practices balance environmental, social, and economic responsibilities to create long-term positive impact and development.<\/p>\n\n\n\n

      O<\/strong>: <\/strong>Outstanding <\/strong>– Striving for excellence in every aspect of operation and consistently achieving exceptional results.<\/p>\n\n\n\n

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        The Faculty has identified personnel into two groups: academic personnel and support personnel. Academic personnel consist of 11 faculty members responsible for teaching, researching, and community and academic services. The Faculty has one support person in the position of the faculty secretary with the duty of supporting the three main missions in all aspects. Engagement factors encourage personnel to participate in all projects and activities to lead the Faculty to achieve its missions and vision.<\/p>\n\n\n\n

        Personnel Information<\/strong><\/p>\n\n\n\n

        Type<\/strong><\/td>Sex<\/strong><\/td>Education<\/strong><\/td>Academic Position<\/strong><\/td><\/tr>
        Academic<\/strong><\/td>Male<\/strong><\/td>Female<\/strong><\/td>Bachelor<\/strong><\/td>Master<\/strong><\/td>Ph.D.<\/strong><\/td>Assist. Prof.<\/strong><\/td>Asso. Prof.<\/strong><\/td>Full Prof.<\/strong><\/td><\/tr>
        Lecturer<\/td>3<\/td>8<\/td>–<\/td>4<\/td>7<\/td>2<\/td>1<\/td>–<\/td><\/tr>
        Support Staff<\/td>–<\/td>1<\/td>1<\/td>–<\/td>–<\/td>–<\/td>–<\/td>–<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

        Factors driving employee engagement<\/strong><\/p>\n\n\n\n

        Key driving factors contributing to employee engagement.<\/strong><\/td>Academic<\/strong> personal<\/strong><\/td>Support<\/strong> Personal<\/strong><\/td>Results<\/strong><\/td><\/tr><\/thead>
        1. Job Security<\/td>\u221a<\/td>\u221a<\/td>7.3\u0e01(1)-1 \u0e16\u0e36\u0e07 7.3\u0e01(!)-9<\/td><\/tr>
        2. Matching job responsibility and knowledge, and abilities, with an appropriate workload<\/td>\u221a<\/td>\u221a<\/td><\/tr>
        3. Having a good supervisor and team<\/td>\u221a<\/td>\u221a<\/td>7.3\u0e01(2)-1 \u0e16\u0e36\u0e077.3\u0e01(2)-4<\/td><\/tr>
        4. Accurate, transparent, and fair Performance evaluations<\/td>\u221a<\/td>\u221a<\/td><\/tr>
        5. Morale, encouragement, praise, and honor elevation<\/td>\u221a<\/td>\u221a<\/td>7.3\u0e01(3)-1 \u0e16\u0e36\u0e077.3\u0e01(3)-3<\/td><\/tr>
        6. Career advancement and academic development promotion<\/td>\u221a<\/td>\u221a<\/td><\/tr>
        7. Sufficient, appropriate, and safe resources supporting the operations<\/td>\u221a<\/td>\u221a<\/td>7.3\u0e01(4)-1 \u0e16\u0e36\u0e077.3\u0e01(4)-4<\/td><\/tr>
        8. Personnel development in knowledge and ability for consistent task performance<\/td>\u221a<\/td>\u221a<\/td><\/tr>
        10. Promotion of activities fostering a sense of belonging to the organization.<\/td>\u221a<\/td>\u221a<\/td><\/tr>
        The University prioritizes the well-being of its faculty and staff through targeted improvements across three main areas:    – <\/strong>Safety & Health:<\/strong> Annual medical check-ups, regular lab and classroom safety audits, and enhanced security via CCTVs and fire protection systems.    – <\/strong>Infrastructure & Efficiency:<\/strong> Upgraded computers and software, campus-wide Wi-Fi, improved lighting, and centralized photocopying facilities.    – <\/strong>Sustainability:<\/strong> A dedicated waste segregation system supporting the University\u2019s green campus initiatives.<\/td><\/tr>
        The University supports its faculty and staff through a variety of essential benefits and welfare initiatives:    – <\/strong>Medical & Social Security:<\/strong> Comprehensive medical privileges and standard social security coverage.    – <\/strong>Housing Assistance:<\/strong> On-campus dormitory accommodations and housing support.    – <\/strong>Research & Academic Support:<\/strong> Robust funding via scholarships, research grants, and publication subsidies.    – <\/strong>Campus Convenience:<\/strong> Allocated parking facilities tailored for staff and faculty members.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
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          The Faculty shares most of the assets with other faculties to support the three main missions as follows:<\/p>\n\n\n\n

           Administrative Building<\/td>1. Shared classrooms * Air-conditioned classrooms equipped with an LCD projector, a microphone and amplifier, and a whiteboard * Language Laboratory * Lecturers\u2019 room office * Meeting rooms 2. Exclusive rooms * Dean\u2019s office * Co-working space * Photography Lab * Performance Lab * IMC Computer Lab * Recording Studio<\/td><\/tr>
          Joseph Maria Building<\/td>* Shared classrooms equipped with an LCD projector, a microphone and amplifier, and a whiteboard<\/td><\/tr>
          Technology<\/td>* Legal software * Internet system: WIFI  LAN * Management information system: MIS  MOODLE LMS<\/td><\/tr>
          Learning facilities and amenities<\/td>* Library * Infrastructure network * Social media * The university\u2019s bus<\/td><\/tr>
          Security<\/td>* CCTV * Access control * Fire extinguisher * Fire alarm * Fire escape<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
            \n
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            The Faculty of Humanities and Social Sciences complies with laws, regulations, announcements, rules and regulations to supervise its operations.<\/p>\n\n\n\n

            Missions<\/strong><\/td>Laws, announcements and regulations used to govern the operations<\/strong><\/td><\/tr><\/thead>
            Educational Management<\/td>1. Ministerial Regulation on Higher Education Management Standards B.E. 2565 2. Ministerial Regulation on Higher Education Qualification Standards B.E. 2565 3. Ministerial Regulation on Higher Education Curriculum Standards B.E. 2565 St Teresa International University Regulations on Undergraduate Education Management B.E. 2567<\/td><\/tr>
            Research and Innovation<\/td>1. Research Professional Ethics and Practices: National Research Council of Thailand B.E.2555 2. Standards for Human Research Committee, National Research Council of Thailand B.E.2555 3. St Teresa International University Regulations on Scholarships, Training and Study Leave, Research Grants and Leave for  Domestic and International Research B.E. 2567<\/td><\/tr>
            Academic Service<\/td>1. St Teresa International University Regulations on Academic Services 2. Target community\/institute’s Regulations<\/td><\/tr>
            Administration<\/td>1.St Teresa International University Regulations on University Governance and Ethics B.E. 2567 2. St Teresa International University Regulations on Human Resource Management B.E. 2567<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

            \u0e02.\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e31\u0e21\u0e1e\u0e31\u0e19\u0e18\u0e4c\u0e23\u0e30\u0e14\u0e31\u0e1a\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23<\/p>\n\n\n\n

              \n
            1. \u0e42\u0e04\u0e23\u0e07\u0e2a\u0e23\u0e49\u0e32\u0e07\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23<\/li>\n<\/ol>\n\n\n\n

              Faculty Management Structure<\/strong><\/p>\n\n\n\n

              \"\"<\/figure>\n\n\n\n

              Mission-driving Committees and good governance         <\/strong><\/p>\n\n\n\n

              Committee\/<\/strong> responsible person<\/strong><\/td>Responsibility<\/strong><\/td>Meeting frequency<\/strong><\/td>Performance Evaluation\/Improvement<\/strong><\/td><\/tr><\/thead>
              Policy and planning Dean<\/td>– Set policies and management plans for various areas of the committee.<\/td>1\/year<\/td>Performance evaluation is conducted once per academic year.<\/td><\/tr>
              Risk management Dean \/ Designated<\/td>– Oversee and advise on an organization’s risk management framework and processes. – Identify, assess, and mitigate potential risks to ensure the faculty’s objectives are met while minimizing negative impacts.  – Monitor the effectiveness of risk management activities and report to the faculty and the R and I Department<\/strong><\/td>Once \/ semester<\/td>Once \/ semester<\/td><\/tr>
              Research<\/td>– Review research proposals to ensure ethical and regulatory compliance – Guide researchers and monitor the progress and quality of research.<\/td>All year long<\/td>No specific time depends on the appointment, the submission of proposals and the research articles.<\/td><\/tr>
              Academic<\/td>– Oversee academic policies, curriculum development, and faculty evaluations  – Ensure academic quality and promote best practices – Contribute to the overall educational mission of the faculty <\/td>Twice\/semester<\/td>Once \/ semester<\/td><\/tr>
              Knowledge management<\/td>– Develop, implement, and oversee the faculty’s knowledge management strategy, including establishing policies, processes, and systems for capturing, storing, sharing, and utilizing knowledge to improve organizational performance.  – Foster a knowledge-sharing culture and ensure the knowledge base remains relevant and up-to-date. <\/td>Twice\/ semester<\/td>Once\/semester<\/td><\/tr>
              Student achievement review<\/td>– Monitor and evaluate student performance, identify areas for improvement, and recommend strategies to enhance academic achievement – Close achievement gaps and ensure equitable access to resources and opportunities for all students. <\/td>Twice\/ semester<\/td>Once \/ semester<\/td><\/tr>
              Academic service<\/td>– Develop goals and objectives to achieve service projects –<\/strong> <\/strong>Conduct service projects that include assessments, planning, and evaluation. – Foster faculty and student involvement
              –<\/strong> <\/strong>Create a balanced program of service.
              –<\/strong> <\/strong>Work with other volunteers and communities to maximize the impact of the projects.<\/td>              		Once\/ Academic service project<\/td>After the completion of the projects<\/td><\/tr>
              Student affairs<\/td>– Promote student welfare, develop policies related to student life, and ensure a positive learning environment.  – Oversee student conduct – Shape student experiences through various activities and services. <\/td>All year long<\/td>– Once \/ month by the advisors – After the completion of the activities or projects<\/td><\/tr>
              Arts and culture conservation<\/td>– Promote diversity and foster an inclusive culture – Promote an environment where differences are celebrated – Promote participation in, and access to, arts and culture – Preserve and enrich the characters of different arts and cultures<\/td>Two meetings \/ a project or activity<\/td>After the completion of the projects or activities<\/td><\/tr>
              Program<\/td><\/tr>
              Program responsible persons<\/td>– Ensure the success and integrity of a program.   – Ensure compliance with regulations, maintain quality standards, manage risks, and coordinate projects within the program.  – Implement and maintain a quality management system – Manage authorized activities  – Be responsible for training programs, record accuracy, and effective handling of customer complaints. <\/td>Two \/ semester<\/td>There is a meeting with the curriculum committee, the program chair, and the academic committee once a year to review performance and plan for improving performance for the following academic year.  <\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
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                The Faculty mapped out its key stakeholders, students, and target customer groups to better understand their specific expectations regarding education, research, and learner support services.<\/p>\n\n\n\n

                The needs\/expectations of students, other customer groups, and stakeholders<\/p>\n\n\n\n

                The needs\/expectations of market segments, learners, other customer groups, and stakeholders<\/strong><\/p>\n\n\n\n

                Students\/Other customers\/ Stakeholders<\/strong><\/td>Needs\/ Expectations<\/strong><\/td>Operations to respond to needs and expectations<\/strong><\/td>Expected results<\/strong><\/td><\/tr><\/thead>
                Students<\/strong><\/td><\/tr>
                Current students<\/strong><\/td>1) Gain knowledge and develop skills as specified.<\/td>Implementing active and productive teaching and learning methods to develop academic entrepreneurial skills.<\/td>Students have achieved year-learning outcomes<\/td><\/tr>
                2) Improve or create curricula and teaching methods to be consistent with the current situation.<\/td>Revised BE and CA curricula following the 5-year cycle<\/td>The revised BE and CA curricula have been approved and implemented.<\/td><\/tr>
                3) Have adequate and safe facilities and learning support.<\/td>Arrange free space and facilities for activities outside the classroom.<\/td>Fully-equipped free space to serve students’ activities.<\/td><\/tr>
                4) Complete studies within the specified time frame.<\/td>Assign an advisor to follow up with student advisees concerning their study activities.<\/td>Students graduate on time as required.<\/td><\/tr>
                5) Have a job with a decent salary upon graduation<\/td>Prepare and equip students with essential academic and social skills in the “Seminar for Cooperative Education” courses before the internship.<\/td>At least 80% of the students get a job after graduation.<\/td><\/tr>
                Prospective students (High- school students or equivalent)<\/td>1. Curricula that serve their interest.<\/td>Prepare course guides for both programs for distribution via marketing advisors<\/td>1. The number of students interested in both programs increases. 2. The number of students registered in both programs is constant.<\/td><\/tr>
                2. <\/strong>“Gain the confidence to graduate from an English-medium program<\/td>Offer the Intensive English Program during the summer to prepare them before the regular semester.<\/td>Students’ English improved after finishing the Intensive English Program.<\/td><\/tr>
                3.Have a job upon graduation.<\/td>1. Provide the guidelines for the career relating to each program. 2. Provide examples  of the successful graduates<\/td>The number of students entering the programs is constant.<\/td><\/tr>
                Other customers<\/strong><\/td><\/tr>
                Research funding sources<\/td>Research\/creative works\/innovations that 1. align with strategic issues 2. are cost-effective resulting in outputs and outcomes yielding positive impacts on the community\/society.<\/td>Define the research framework, topic, and all methodology and conduct the research.<\/td>1. Amount of ongoing external research funding received. 2. Number of research publications in journals that are widely utilized.<\/td><\/tr>
                Academic service recipients<\/td>Academic services that meet the needs and can be applied to actual work or career<\/td>Provide academic <\/strong>services to schools and communities within the university vicinity.<\/td>1. The recipients’ satisfaction with the service process and the results. 2. The results were disseminated via social media to general public yielding benefits to the target communities.<\/td><\/tr>
                Stakeholders<\/strong><\/td><\/tr>
                Graduate users<\/td>Graduates possess qualities that meet the needs and are suitable for the job.<\/td>Define learning outcomes that align with the needs of the workplace.<\/td>Users\u2019 satisfaction<\/td><\/tr>
                Alumni<\/td>1. Participation in academic and professional development for the Faculty.<\/td>Invite them to share experiences with the current students<\/td>1. Current students learn real-world experience from alumni. 2. The Faculty gains current trend in business and job demands.<\/td><\/tr>
                2. Receive updated information<\/strong><\/td>1. <\/strong>Organize projects\/activities for alumni’s participation 2. Create communication channels via social media<\/td>A strong bond between the Faculty and alumni.<\/td><\/tr>
                Parents<\/td>1. Scholarships to alleviate financial burden<\/td>1. The university provide a partial scholarship. 2. The university provide help to apply for the student loan.<\/td>1. Every students received partial scholarship. 2. Students successfully applied for student loan.<\/td><\/tr>
                2. Their children graduate with quality for jobs.<\/td>1. Revised the PLOs in both curricula based the needs of stakeholders, particularly those in different businesses. 2. Implement active and production- based teaching and learning process to support students to achieve all PLOs.<\/td>1. Students achieved the year-learning outcomes. 2. Graduates possessed the qualified characteristics developed through the PLOs. 3. Graduate got a job with decent salary after graduating.<\/td><\/tr>
                3. Safety in life and living conditions during education for their children<\/td>1. The university provide dormitory inside the campus with 24-hour security. 2. The Faculty provides both academic and personal help to students.<\/td>No record of injuries, accidents, and severe sickness existed.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
                  \n
                • \u0e1c\u0e39\u0e49\u0e2a\u0e48\u0e07\u0e21\u0e2d\u0e1a \u0e1e\u0e31\u0e19\u0e18\u0e21\u0e34\u0e15\u0e23 \u0e41\u0e25\u0e30\u0e04\u0e39\u0e48\u0e04\u0e27\u0e32\u0e21\u0e23\u0e48\u0e27\u0e21\u0e21\u0e37\u0e2d<\/li>\n<\/ul>\n\n\n\n
                  Group\/ type<\/strong><\/td>Related mission\/process<\/strong><\/td>Promoting competitiveness<\/strong><\/td>Joint operating requirements<\/strong><\/td>Communication channel<\/strong><\/td><\/tr><\/thead>
                  Collaborator\/Partner<\/strong><\/td><\/tr>
                  Oversea university * Union Christian College (The Philippines) * University of South Wales (UK)<\/td>– Educational management – Research collaboration<\/td>– Top-up program – Co-research<\/td>First three-year studying at St Teresa International University. Last year at an oversea university<\/td>– E-mail – Line – Official letter – Meet in person – Telephone<\/td><\/tr>
                  Organization\/Company<\/td>– Educational Management<\/td>– Internship to increase practical experience for students<\/td>– Requirements of organizations and companies<\/td><\/tr>
                  Research funding sources (public and private)<\/td>– Research and Innovation<\/td>– Develop research for the community\/society<\/td>– serve the needs of both parties<\/td><\/tr>
                  Community\/Local<\/td>– Academic service – Community service<\/td>– Developing academic and community services according to needs<\/td>– Community policy<\/td><\/tr>
                  Supplier<\/strong><\/td><\/tr>
                  Schools\/Colleges<\/td>Educational management<\/td>– A curriculum that meets the needs of high school or equivalent students.<\/td>– School policy<\/td>– University website – Faculty website\/ facebook – Open house – The University’s road-trip public relations<\/td><\/tr>
                  Research funding sources<\/td>– Research and Innovation<\/td>– High quality research paper for publication – Applicable research result<\/td>– Meet the needs of both parties<\/td>– Official letter – Telephone – E-mail  <\/td><\/tr>
                  Company\/Store<\/td>– Learning Support and Maintenance Procurement Process<\/td>– Provide quality materials for teaching, research and academic services.<\/td>– Comply with procurement regulations<\/td>– Official documents – E-mail – Telephone – Personal meeting<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                  2.\u0e2a\u0e16\u0e32\u0e19\u0e01\u0e32\u0e23\u0e13\u0e4c\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23<\/p>\n\n\n\n

                  \u0e01.\u0e2a\u0e20\u0e32\u0e1e\u0e41\u0e27\u0e14\u0e25\u0e49\u0e2d\u0e21\u0e14\u0e49\u0e32\u0e19\u0e01\u0e32\u0e23\u0e41\u0e02\u0e48\u0e07\u0e02\u0e31\u0e19<\/p>\n\n\n\n

                    \n
                  1. \u0e25\u0e33\u0e14\u0e31\u0e1a\u0e43\u0e19\u0e01\u0e32\u0e23\u0e41\u0e02\u0e48\u0e07\u0e02\u0e31\u0e19<\/li>\n<\/ol>\n\n\n\n

                    In the 2025 academic year, the Faculty benchmarked its performance indicators against equivalent faculties-including the Faculty of Humanities and Social Sciences-at Burapha University, Asia-Pacific International University, and Eastern Asia University, utilizing data from the CHE QA online system. Additionally, a self-assessment was conducted by comparing this year&#39;s key performance against data from the past three years.<\/p>\n\n\n\n

                    POINTS OF COMPARISON<\/strong><\/td>Academic Year 2566<\/strong><\/td>Academic Year 2567<\/strong><\/td>Academic Year 2568<\/strong><\/td><\/tr>
                    TRSU<\/strong><\/td>BUU<\/strong><\/td>AIU<\/strong><\/td>EAU<\/strong><\/td>TRSU<\/strong><\/td>BUU<\/strong><\/td>AIU<\/strong><\/td>EAU<\/strong><\/td>TRSU<\/strong><\/td><\/tr><\/thead>
                    Education Management<\/strong><\/td><\/tr>
                    1. Number of programs offered<\/td>2<\/td>20 Bachelor’s Degrees: 14 Master’s Degrees: 5 Doctoral Degrees: 1<\/td>2<\/td>4<\/td>2<\/td>21 Bachelor’s Degrees: 15 Master’s Degrees: 5 Doctoral Degrees: 1<\/td>2<\/td>4<\/td>2<\/td><\/tr>
                    2. Total number of current students across all levels<\/td>66<\/td>3,775 Bachelor’s Degrees: 3,592 Master’s Degrees: 613 Doctoral Degrees: 22<\/td>227<\/td>105<\/td>55<\/td>4,147 Bachelor’s Degrees: 4090 Master’s Degrees: 43 Doctoral Degrees: 14<\/td>248<\/td>77<\/td>52<\/td><\/tr>
                    Faculty members<\/strong><\/td><\/tr>
                    1 Total number of faculty members<\/td>11<\/td>115<\/td>10<\/td>20<\/td>11<\/td>141<\/td>11<\/td>20<\/td>11<\/td><\/tr>
                    2. Number of faculty members with a Master’s degree or equivalent<\/td>45.45%<\/td>44.35%<\/td>70.00%<\/td>90.00%<\/td>45.45%<\/td>33.33%<\/td>72.73%<\/td>85.00%<\/td>36.36%<\/td><\/tr>
                    3. Number of faculty members with doctoral degrees or equivalent<\/td>54.55%<\/td>55.65%<\/td>30.00%<\/td>10.00%<\/td>54.55%<\/td>66.67%<\/td>27.27%<\/td>15.00%<\/td>63.64%<\/td><\/tr>
                    4. Number of faculty members holding the position of Assistant Professor<\/td>18.18%<\/td>34.78%<\/td>10.00%<\/td>–<\/td>18.18%<\/td>39.01%<\/td>9.09%<\/td>–<\/td>18.18%<\/td><\/tr>
                    7. Number of faculty members holding the position of Associate Professor<\/td>9.09%<\/td>6.09%<\/td>–<\/td>–<\/td>9.09%<\/td>12.77%<\/td>–<\/td>–<\/td>9.09%<\/td><\/tr>
                    Graduates<\/strong><\/td><\/tr>
                    1. Total number of bachelor’s degree graduates<\/td>32<\/td>751<\/td>43<\/td>43<\/td>26<\/td>870<\/td>54<\/td>43<\/td>12<\/td><\/tr>
                    2. The number of bachelor’s degree graduates responding to an employment survey within one year of graduation<\/td>90.63%<\/td>60.45%<\/td>90.69%<\/td>95.35%<\/td>91.30%<\/td>48.16%<\/td>74.07%<\/td>93.02%<\/td>100.00%<\/td><\/tr>
                    3. Number of bachelor’s degree graduates employed after graduation (excluding self-employed individuals)<\/td>72.41%<\/td>69.62%<\/td>84.62%<\/td>65.85%<\/td>91.30%<\/td>65.16%<\/td>85.00%<\/td>80.00%<\/td>50.00%<\/td><\/tr>
                    4. Number of bachelor’s self-employed degree graduates<\/td>17.24%<\/td>6.37%<\/td>7.69%<\/td>29.27%<\/td>8.69%<\/td>4.47%<\/td>85.00%<\/td>15.00%<\/td>41.67%<\/td><\/tr>
                    5.  Average monthly salary or income of bachelor’s degree graduates employed or self-employed<\/td>25,195.84<\/td>17,815.35<\/td>20,000<\/td>16,336<\/td>20,913.04<\/td>17,936.43<\/td>10,000<\/td>17,582  <\/td>18,409.09<\/td><\/tr>
                    6. Evaluation result of employer satisfaction of bachelor’s degree graduates based on the TQF framework (out of 5 scores)<\/td>4.37<\/td>4.22<\/td>4.43<\/td>4.55<\/td>4.26<\/td>4.48<\/td>4.60<\/td>4.64<\/td>4.47<\/td><\/tr>
                    Research and academic work<\/strong><\/td><\/tr>
                    1. Research or academic articles published in academic journals listed in the TCI database, Group 1<\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td>2<\/td><\/tr>
                    1. Research or academic articles published in academic journals listed in the TCI database, Group 2<\/td>5<\/td>24<\/td>–<\/td>1<\/td>5<\/td>26<\/td>–<\/td>8<\/td>1<\/td><\/tr>
                    2.Research articles or academic articles published in international academic journals listed in international databases as per the announcement of the Office of the Higher Education Commission or the regulations of the Higher Education Commission regarding the criteria for considering academic journals for the publication of academic work, B.E. 2556 (2013). (Scopus)<\/td>–<\/td>9<\/td>7<\/td>–<\/td>2<\/td>14<\/td>6<\/td>–<\/td>1<\/td><\/tr>
                    Research grants<\/strong><\/td><\/tr>
                    1.Internal<\/td>33,400<\/td>931,700<\/td>74,036<\/td>100,000<\/td>20,200<\/td>–<\/td>46,988<\/td>400,000<\/td>–<\/td><\/tr>
                    2.External<\/td>242,000<\/td>13,349,500<\/td>–<\/td>350,000<\/td>255,0000<\/td>–<\/td>236,940<\/td>300,000<\/td>280,000<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
                      \n
                    • \u0e01\u0e32\u0e23\u0e40\u0e1b\u0e25\u0e35\u0e48\u0e22\u0e19\u0e41\u0e1b\u0e25\u0e07\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e43\u0e19\u0e01\u0e32\u0e23\u0e41\u0e02\u0e48\u0e07\u0e02\u0e31\u0e19<\/li>\n<\/ul>\n\n\n\n

                      Factors that affect the organization’s competitive situation can be categorized into two types: external and internal, in accordance with the faculty’s core mission.<\/p>\n\n\n\n

                      Internal and external factors affecting changes in competitiveness.<\/p>\n\n\n\n

                      Mission<\/strong><\/td>Factors<\/strong><\/td>Changes affecting the competitive landscape<\/strong><\/td><\/tr><\/thead>
                      Producing quality graduates in both programs for the domestic and global workforce<\/td>Internal<\/td>1) Modernized both curricula to ensure to be distinctive, cutting-edge, and highly relevant with the emphasis on building the core competencies students need to thrive in a competitive workforce and drive economic, social, and cultural growth across industries. 2) Graduates’ entrepreneurial aspirations. 3) Academic staff’s potential for self-development to obtain academic positions that affect contract renewal.<\/td><\/tr>
                      External<\/td>1) Curriculum quality standards and monitoring processes by the Ministry of Higher Education, Science, Research and Innovation (MHESI) and professional organizations. 2) Needs\/needs of external stakeholders. 3) Changes in social structure towards an aging society (resulting in a decrease in the number of students). 4) Competitors offering similar humanities and social science programs.<\/td><\/tr>
                      Creating Research and Innovation To create and disseminate knowledge management practices leading to practical application.<\/td>Internal<\/td>1) Faculty members lack a connection to external sources providing research funds. 2)Faculty members’ skills in writing research proposals from external funding sources.<\/td><\/tr>
                      External<\/td>1) Revisions to national research policies and strategies to emphasize innovation and commercialization. 2) Increased emphasis on regional research. 3) Consideration of ethical issues in human research related to applying for research grants and academic positions. 4) Conditions for receiving research grants, such as research utilization, publication, etc. 5) Applications for patents\/intellectual property of research.<\/td><\/tr>
                      Academic services that empower society towards a better quality of life.<\/td>Internal<\/td>Building an enhanced community relations plan focused on: Pinpointing community needs, along with clear roles and responsibilities.Driving academic service collaborations across different agencies.Outlining clear operational steps and measurable outcomes.<\/td><\/tr>
                      External<\/td>Many organizations\/communities that require academic services are located far from the university, causing logistical inconvenience and overbudgeting.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
                        \n
                      • \u0e41\u0e2b\u0e25\u0e48\u0e07\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e40\u0e0a\u0e34\u0e07\u0e40\u0e1b\u0e23\u0e35\u0e22\u0e1a\u0e40\u0e17\u0e35\u0e22\u0e1a<\/li>\n<\/ul>\n\n\n\n

                        The Faculty gathered comparative data from two primary sources: 1) public performance indicators retrieved from CHE QA ONLINE of the Faculty of Humanities and Social Science: Burapha University, Asia-Pacific International University, and Eastern Asia University; and 2) internal data from the Faculty’s official records.<\/p>\n\n\n\n

                        \u0e02.\u0e1a\u0e23\u0e34\u0e1a\u0e17\u0e40\u0e0a\u0e34\u0e07\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c<\/p>\n\n\n\n

                        The faculty develops strategic plans in alignment with the university’s strategic plan for 2025-2029, the faculty’s five-year strategic plan, and the annual fiscal plan. The strategic plans are reviewed to identify strategic challenges, strategic advantages, and strategic opportunities.<\/p>\n\n\n\n

                        Strategic Advantage<\/strong><\/td>Strategic Challenge<\/strong><\/td>Strategic Objective Affecting Strategic Challenge<\/strong><\/td><\/tr><\/thead>
                        Education Management<\/strong><\/td><\/tr>
                        Teaching and learning 1. Improving the curriculum to be modern and outstanding in terms of teaching using Productive Learning<\/td>– All subjects promote learning skills and the application of the Productive Learning teaching model in a tangible way.<\/td>– To enable students to produce work pieces based on Productive Learning to be presented and accepted, and applied to the community.<\/td><\/tr>
                        2. Producing quality graduates from both programs<\/td>1. Market-Leading Curricula:<\/strong> Designing unique, high-impact programs that build competitive, industry-ready skills. 2. Declining Enrollment Trends:<\/strong> Navigating the broader industry shift of reduced demand for traditional higher education. 3. Entrepreneurial Impact:<\/strong> Training graduates to build profitable businesses that support sustainable economic and social growth.  <\/td>1) Academic staff have continuous academic development opportunities every year. 2) Faculties\/universities have collaborative networks for teaching, professional experience training, and collaboration through MOUs at national and international levels. 3) The university provides scholarships for high-achieving students and those with exceptional talent\/who bring prestige to the university.<\/td><\/tr>
                        Research<\/strong><\/td><\/tr>
                        Creating research and disseminating knowledge through knowledge management, leading to practical application.<\/td>1.  Low Research Grant Acquistion:<\/strong> Application rates for both internal and external research funding remain low. 2.  Limited International Publication:<\/strong> The volume of research published in recognized international journals is currently underrepresented. 3. Unclear Strategy for Flagship Research:<\/strong> The roadmap for integrating research plans into the curriculum-specifically to drive flagship projects in the humanities, social sciences, and interdisciplinary fields-lacks concrete execution. 4. Minimal Commercial Partnerships:<\/strong> Research collaboration with the private sector for commercialization and real-world application is severely lacking.<\/td>1) The university’s academic journals are listed in the TCI Group 2 database and are in the process of being upgraded to the TCI Group 1 database. 2) The faculty has academic researchers who possess expertise in various disciplines of the humanities and social sciences.  <\/td><\/tr>
                        Academic service and social responsibility<\/strong><\/td><\/tr>
                        Academic services leading society towards a better quality of life.<\/td>1. Commercial & Practical Innovation:<\/strong> Linking academic services directly to the creation of usable, market-ready solutions. 2. Fluid Community Needs:<\/strong> Responding effectively to community demands that change throughout the academic calendar. 3. Localized Complexity:<\/strong> Navigating unique, highly specific challenges across different regional areas.  <\/td>1) The faculty has diverse expertise to meet the needs of academic services covering English language and digital media. 2) The faculty receives budget allocations for academic service projects, which are then distributed to curriculum-level activities related to providing knowledge for local development. 3) The faculty generates income for the university through revenue-generating academic services.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                        \u0e04.\u0e23\u0e30\u0e1a\u0e1a\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e31\u0e1a\u0e1b\u0e23\u0e38\u0e07\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e14\u0e33\u0e40\u0e19\u0e34\u0e19\u0e01\u0e32\u0e23<\/p>\n\n\n\n

                        The Faculty systematically drives operational improvement by integrating the Plan-Do-Check-Act (PDCA) cycle and SWOT analysis across its three core missions. While PDCA guides project management, SWOT analysis evaluates strategic performance. By synthesizing insights from both the SWOT analysis and Internal Quality Assurance (IQA) results, the Faculty establishes targeted action plans for improvement across four key areas:<\/p>\n\n\n\n

                        1. Curriculum Standards and Supervision<\/strong><\/p>\n\n\n\n

                        To ensure strict alignment with the Higher Education Curriculum Standards B.E. 2565, the Faculty placed both the Business English (BE) and Communication Arts (CA) programs on a standard five-year revision cycle. To ensure these updates directly address stakeholder needs, the revisions are informed by comprehensive data gathered from various stakeholder groups via surveys and interviews.<\/p>\n\n\n\n

                        2. Quality Assurance (QA)<\/strong><\/p>\n\n\n\n

                        The Faculty maintains rigorous quality standards at multiple levels: institutional performance is aligned with the Education Criteria for Performance Excellence (EdPEx) framework, and the BE and CA programs evaluate their operations against the ASEAN University Network-Quality Assurance (AUN-QA) criteria. Following these evaluations, the Dean and program chairs directly leverage the assessors’ feedback to refine operational processes and elevate performance.<\/p>\n\n\n\n

                        3. Risk Management and Internal Control<\/strong><\/p>\n\n\n\n

                        The Faculty continuously enhances its operational workflows by systematically reviewing and upgrading its risk management and internal control strategies based on performance data from previous years.<\/p>\n\n\n\n

                        4. Knowledge Management (KM) and Best Practices<\/strong><\/p>\n\n\n\n

                        To foster a culture of operational excellence and establish institutional best practices, the Faculty promotes continuous knowledge sharing. Faculty members collaborate to merge existing knowledge with new academic insights. These newly developed practices are then presented at the annual Knowledge Management Event, organized by the Department of Research and Planning.<\/p>\n","protected":false},"excerpt":{"rendered":"

                        \u0e1a\u0e23\u0e34\u0e1a\u0e17 \u0e41\u0e25\u0e30\u0e42\u0e04\u0e23\u0e07\u0e23\u0e48\u0e32\u0e07\u0e2d\u0e07\u0e04\u0e4c\u0e01\u0e23 \u0e1a\u0e23\u0e34\u0e1a\u0e17 1. \u0e1b\u0e23\u0e30\u0e27\u0e31\u0e15\u0e34\u0e04\u0e13\u0e30 Background and Development The Faculty of Humanities and Social Sciences evolved through several key developmental phases aimed at enhancing management efficiency and graduate production: \u2022 Establishment & Integration: Founded through the merger of the Faculty of Liberal Arts and the Faculty of Education under the initial name “Faculty of Humanities.” […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-5676","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=\/wp\/v2\/pages\/5676","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5676"}],"version-history":[{"count":17,"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=\/wp\/v2\/pages\/5676\/revisions"}],"predecessor-version":[{"id":6383,"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=\/wp\/v2\/pages\/5676\/revisions\/6383"}],"wp:attachment":[{"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5676"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}