{"id":5684,"date":"2025-03-09T05:08:52","date_gmt":"2025-03-09T05:08:52","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/humanities-social-sciences\/?page_id=5684"},"modified":"2026-07-06T08:47:28","modified_gmt":"2026-07-06T08:47:28","slug":"%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-3-%e0%b8%ad%e0%b8%87%e0%b8%84%e0%b9%8c%e0%b8%9b%e0%b8%a3%e0%b8%b0%e0%b8%81%e0%b8%ad%e0%b8%9a%e0%b8%97%e0%b8%b5%e0%b9%88-2-%e0%b8%81","status":"publish","type":"page","link":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/?page_id=5684","title":{"rendered":"\u0e2a\u0e48\u0e27\u0e19\u0e17\u0e35\u0e48 3 \u0e2d\u0e07\u0e04\u0e4c\u0e1b\u0e23\u0e30\u0e01\u0e2d\u0e1a\u0e17\u0e35\u0e48 2 \u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c (Criteria 2.1 \u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e17\u0e33\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c (Strategy Development))"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

Criteria 2.1 \u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e17\u0e33\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c (Strategy Development)<\/strong><\/p>\n\n\n\n

Requirements<\/strong><\/p>\n\n\n\n

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

Quality level assessment<\/strong><\/p>\n\n\n\n

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

Result<\/strong> 2.1<\/strong><\/p>\n\n\n\n

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

Faculty Strategic Planning Process<\/strong><\/p>\n\n\n\n

The Faculty has developed a 5-year long-term strategic plan alongside its annual operational plans to align with the university’s policies, strategic direction, and the critical data shown in Table 21. By utilizing this data to conduct a SWOT analysis of internal and external factors, the strategic plan was formulated and subsequently presented to the Faculty Board. Furthermore, an annual seminar is held to review the strategic plan and adjust operational processes, ensuring readiness for rapid situational changes, agility, and operational flexibility. This systematic process includes clearly defined timelines and designated personnel responsible for implementation, as detailed in Table below.<\/p>\n\n\n\n

Strategic Planning Process Table<\/strong><\/p>\n\n\n\n

Step<\/strong><\/td>Timeline<\/strong><\/td>Outcomes \/ Deliverables<\/strong><\/td>Responsible Party<\/strong><\/td><\/tr><\/thead>
1. Collect and Analyze Input Data<\/strong><\/td>Throughout the academic year<\/td>Crucial data obtained from: –  Operational review of the strategic and operational plans – 2024 Internal Quality Assurance – Stakeholders<\/td>– Dean – The Planning and Strategy Management Team<\/td><\/tr>
2. Review and Analyze Current Performance and SWOT Analysis<\/strong><\/td>Throughout the academic year<\/td>1. Guidelines for strategic plan adjustment 2. Results of the SWOT analysis<\/td>– Dean – The Planning and Strategy Management Team<\/td><\/tr>
3. Review Vision, Mission, and Goals<\/strong><\/td>March<\/td>Vision, mission, goals, strategic challenges, and strategic advantages<\/td>– Dean – Faculty committee<\/td><\/tr>
4. Review the Strategic Plan, Define KPIs, and Align Projects<\/strong><\/td>April<\/td>Draft of the Faculty\u2019s Strategic Plan<\/td>– Dean – Associate dean – The Management Team, Faculty Board<\/td><\/tr>
5. Approval of the Strategic Plan<\/strong><\/td>May<\/td>Approved Faculty Strategic Plan<\/td>Faculty Board<\/td><\/tr>
6. Formulate Operational Plans a<\/strong><\/td>May<\/td>Mission-based plans and projects to drive faculty-level strategies<\/td>– Dean – Faculty Board<\/td><\/tr>
7. Implementation According to Plans and KPIs<\/strong><\/td>Throughout the academic year<\/td>Executed projects according to the established KPIs<\/td>Project Leaders<\/td><\/tr>
8. Monitor, Supervise, and Evaluate Projects and KPIs (Quarterly)<\/strong><\/td>Throughout the academic year<\/td>Quarterly operational performance reports<\/td>– Dean – Faculty Board<\/td><\/tr>
9. Evaluate and Report on Annual Plan Achievements<\/strong><\/td>End of the academic year<\/td>Achievement reports of projects and KPIs in accordance with the Strategic Plan<\/td>– Dean – The Office of Policy and Planning<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The process shown in the table above is arranged with the adoption of a structured strategic planning process consisting of four key steps, as illustrated in the figure below.<\/p>\n\n\n\n

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

Steps, factors, and people involved in strategic planning<\/strong><\/p>\n\n\n\n

 <\/td>Operation Analysis<\/strong><\/td>Strategic Development<\/strong><\/td>Strategic Implementation<\/strong><\/td>Performance<\/strong> Assessment<\/strong><\/td><\/tr><\/thead>
Inputs<\/td>– Vision and values – Internal and external factor – Last year\u2019s operational   performance – Stakeholders\u2019 needs – Faculty\u2019s core competency<\/td>– Vision and values – Faculty\u2019s core competency – Strategic opportunities – Strategic challenges – Strategic advantages<\/td>– Vision and values\u2013 Faculty\u2019s core competency – Strategic objectives – Performance indicators – Projects and activities<\/td>– Result Summary – Result reviewing  process<\/td><\/tr>
Results<\/td>– Strategic opportunities – Strategic challenges – Weaknesses and risks<\/td>– Strategic objectives – Strategic plan indicators – Projects\/Activities – Result projections – Personnel plan<\/td>– Information on monitoring the implementation of the  action plan – Information on the following  up action plan<\/td>– Operation result  summary following the strategic objectives – Satisfaction evaluation<\/td><\/tr>
Responsible persons<\/td>– Dean – Boards of different Committee – Program Chairs – Appointed responsible  persons<\/td>– Dean – Boards of different  Committee – Program chairs – Appointed responsible  persons<\/td>– Dean – Boards of different Committee – Program chairs – Appointed responsible  persons<\/td>– Dean – Boards of different  Committee – Program chairs – Appointed responsible Persons – Students – Graduate users – Other stakeholders<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/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>
2.1.1 (1) -1<\/td>\u0e41\u0e1c\u0e19\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e41\u0e25\u0e30\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e1a\u0e38\u0e04\u0e25\u0e32\u0e01\u0e23 5 \u0e1b\u0e35<\/a><\/td><\/tr>
2.1.1 (1) -2<\/td>\u0e23\u0e32\u0e22\u0e07\u0e32\u0e19\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e14\u0e33\u0e40\u0e19\u0e34\u0e19\u0e07\u0e32\u0e19\u0e15\u0e32\u0e21\u0e41\u0e1c\u0e19\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34\u0e01\u0e32\u0e23\u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2568<\/a><\/td><\/tr>
2.1.1 (1) -3<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e04\u0e27\u0e32\u0e21\u0e1e\u0e36\u0e07\u0e1e\u0e2d\u0e43\u0e08\u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e17\u0e35\u0e48\u0e21\u0e35\u0e15\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23<\/a><\/td><\/tr>
2.1.1 (1) -4<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e04\u0e27\u0e32\u0e21\u0e1e\u0e36\u0e07\u0e1e\u0e2d\u0e43\u0e08\u0e02\u0e2d\u0e07\u0e1c\u0e39\u0e49\u0e43\u0e0a\u0e49\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15<\/a><\/td><\/tr>
2.1.1 (1) -5<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 \u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/a><\/td><\/tr>
2.1.1 (1) -6<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 \u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e15\u0e19\u0e40\u0e2d\u0e07<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Strategy Determination and Implementation<\/strong><\/p>\n\n\n\n

The Faculty gathered both internal and external data for the development of its strategic plan. Internal information included the 2024 IQA performance evaluation, stakeholder feedback, identified risks, and the allocated budget. External factors considered included current economic and social conditions, as well as technological trends.<\/p>\n\n\n\n

Using SWOT analysis, the Faculty examined this information to identify strategic challenges, opportunities, and advantages, which served as the foundation for finalizing the 2025 academic year strategic plan. This plan was operationalized through a series of annual projects and activities, with responsibilities clearly communicated to all committees and faculty members.<\/p>\n\n\n\n

For the 2025 academic year, the Faculty implemented a total of 44 projects\u2014some newly introduced and others revised to reflect emerging needs and contextual changes. To ensure adaptability and prevent operational disruptions, the Faculty conducted a risk analysis and established a risk management framework to address potential future challenges.<\/p>\n\n\n\n

A follow-up system was also implemented to monitor project outcomes. Project leaders were required to submit monthly progress summaries, which were regularly reviewed to assess performance and ensure alignment with strategic goals.<\/p>\n\n\n\n

Factors and information used to analyze and determine strategies<\/strong><\/p>\n\n\n\n

Factors<\/strong><\/td>Collected information\/issues\/details<\/strong><\/td>Person involved<\/strong><\/td><\/tr><\/thead>
Information from 2044 IQA<\/td>– Faculty\u2019s strategy-based performance – Program\u2019s performance<\/td>– Dean – Faculty Committee<\/td><\/tr>
University\u2019s strategy<\/td>– Information required for the University\u2019s rank   upgrade – Allocated budget<\/td>– Research Committee – Faculty Committee<\/td><\/tr>
Stakeholders\u2019 comments and recommendation<\/td>– Graduates\u2019 quality, performance – Satisfaction with Faculty\u2019s performance,     students\u2019 quality and performance, BE and CA   curriculum – Recommendations and comments – Information from the Faculty\u2019s brainstorming<\/td>– Dean – Faculty Committee – Program Chairs<\/td><\/tr>
Economic and social situation, technology<\/td>– Information and directions for changes in both economic and social aspects, and technology<\/td>– Dean – Faculty Committee<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/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>
2.1.1 (2) -1<\/td>\u0e1c\u0e25\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 IQA \u0e23\u0e30\u0e14\u0e31\u0e1a\u0e04\u0e13\u0e30 \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2567<\/a><\/td><\/tr>
2.1.1 (2) -2<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 IQA \u0e23\u0e30\u0e14\u0e31\u0e1a\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23 (\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e28\u0e34\u0e25\u0e1b\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15) \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2567<\/a><\/td><\/tr>
2.1.1 (2) -3<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 IQA \u0e23\u0e30\u0e14\u0e31\u0e1a\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23 (\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e19\u0e34\u0e40\u0e17\u0e28\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15) \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2567<\/a><\/td><\/tr>
2.1.1 (2) -4<\/td>\u0e23\u0e32\u0e22\u0e07\u0e32\u0e19\u0e2a\u0e23\u0e38\u0e1b\u0e07\u0e1a\u0e1b\u0e23\u0e30\u0e21\u0e32\u0e13 \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2567<\/a><\/td><\/tr>
2.1.1 (2) -5<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e04\u0e27\u0e32\u0e21\u0e1e\u0e36\u0e07\u0e1e\u0e2d\u0e43\u0e08\u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e17\u0e35\u0e48\u0e21\u0e35\u0e15\u0e48\u0e2d\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23<\/a><\/td><\/tr>
2.1.1 (2) -6<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e04\u0e27\u0e32\u0e21\u0e1e\u0e36\u0e07\u0e1e\u0e2d\u0e43\u0e08\u0e02\u0e2d\u0e07\u0e1c\u0e39\u0e49\u0e43\u0e0a\u0e49\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15<\/a><\/td><\/tr>
2.1.1 (2) -7<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 \u201c\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u201d<\/a><\/td><\/tr>
2.1.1 (2) -8<\/td>\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19 \u201c\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e15\u0e19\u0e40\u0e2d\u0e07\u201d<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Innovation in Teaching, Research, and Community Service<\/strong><\/p>\n\n\n\n

The Faculty adopted the University\u2019s policies on \u201cTeaching and Learning Innovation,\u201d \u201cResearch for Innovation,\u201d and \u201cCommunity\/Academic Services for Innovation\u201d as core missions integrated into its strategic planning. To effectively realize this mission, the Faculty analyzed its strategic challenges and advantages, focusing on areas aligned with its core competencies.<\/p>\n\n\n\n

Following a brainstorming session led by the Dean, the mission was delegated to the Academic, Research, and Academic Service committees. Each committee then coordinated with faculty members, who successfully executed the mission.<\/p>\n\n\n\n

 Teaching and learning innovation<\/strong><\/p>\n\n\n\n

To foster innovation in teaching and learning, the Faculty promoted instructional approaches rooted in the philosophy of “productive learning.” This initiative emphasized hands-on experiences and learning beyond the classroom. As a result, students produced various academic and digital innovations, including 16 short films, 12 documentaries, and 7 theses. Concurrently, faculty members were encouraged to generate new knowledge by integrating their internal expertise with external sources. These innovative insights were subsequently shared during faculty meetings and the University’s Knowledge Management event.<\/p>\n\n\n\n

Research for innovation<\/strong><\/p>\n\n\n\n

Guided by a focus on practical, community- and industry-driven innovation, the faculty achieved key research milestones this year. Notable successes include the publication of four articles in Scopus and TCI (Tier 1 & 2) journals by three faculty members. Additionally, intellectual property efforts are thriving, with one lecturer pursuing a second consecutive patent and several students currently advancing through the copyright application process for their innovations.<\/p>\n\n\n\n

Academic service innovation<\/strong><\/p>\n\n\n\n

Following the annual strategic plan, the Faculty launched several academic and community service initiatives for local schools and communities. These projects aim to enhance education, improve the quality of life, and preserve local culture. As part of the “Strong and Sustainable Community” project, Communication Arts (CA) students\u2014supervised by a faculty lecturer\u2014produced a documentary exploring the rich history of Dong-lakhon Historical Park. This innovative video is currently being reviewed by the officials from the historical park and will be the subject of the copyright.<\/p>\n\n\n\n

Innovation<\/strong><\/p>\n\n\n\n

Innovation<\/strong><\/td>Strategic Challenge<\/strong><\/td>Strategic Advantage<\/strong><\/td>Intelligence Risk<\/strong><\/td>Results<\/strong><\/td><\/tr><\/thead>
Productive learning<\/td>– Other philosophies of teaching and learning exist<\/td>– Workforce capability<\/td>– Students learn real-world experiences.<\/td>– 16 short films – 12 documentaries – 6 theses – 25 posters – 6 newspaper volumes<\/td><\/tr>
A new body of knowledge<\/td>– Some lecturers stick to traditional knowledge.<\/td>– Adoption of the University\u2019s Knowledge Management Event as a driving force.<\/td>– Faculty members\u2019pedagogical  development. – Students learn state-of-the-art  knowledge.<\/td>– 2 KM innovations<\/td><\/tr>
Research article<\/td>– Some faculty members lack the skills to produce high-quality research work.<\/td>– Knowledge from the research committee and faculty members, with research experiences<\/td>– Some of the faculty\u2019s research papers are not published in prestigious journals.<\/td>– One research paper published in the Scopus journal – Two research papers published in the TCI 1 journals – One research paper published in the TCI 2 journal  <\/td><\/tr>
Innovation to enhance the community potential<\/td>– Teachers in target schools were occupied with routine work. – The students\u2019 study load is demanding.<\/td>– Strong teamwork combining faculty members and student volunteers – A new faculty member with high expertise in digital media  <\/td>– School English teachers lack tools to motivate students. – Students are not motivated to learn English. – Time limitation to produce a quality documentary from the beginning to the completion.<\/td>– A documentary video displaying the history of Dong-lakhon Historical Park<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/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>
2.1.1 (3)-1<\/td>\u0e2a\u0e23\u0e38\u0e1b\u0e1c\u0e25\u0e07\u0e32\u0e19\u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e2a\u0e32\u0e02\u0e32 CA<\/a><\/td><\/tr>
2.1.1 (3)-2<\/td>\u0e1c\u0e25\u0e07\u0e32\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22\u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e2a\u0e32\u0e02\u0e32 BE<\/a><\/td><\/tr>
2.1.1 (3)-3<\/td>\u0e1c\u0e25\u0e07\u0e32\u0e19 Thesis \u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e2a\u0e32\u0e02\u0e32 CA<\/a><\/td><\/tr>
2.1.1 (3)-4<\/td>\u0e07\u0e32\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22\u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32\u0e17\u0e35\u0e48\u0e15\u0e35\u0e1e\u0e34\u0e21\u0e1e\u0e4c<\/a><\/td><\/tr>
2.1.1 (3)-5<\/td>KM \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2568<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Utilizing Core Competencies to Promote Performance Excellence<\/strong><\/p>\n\n\n\n

To drive institutional excellence, the Dean and faculty committee aligned internal operations with the Faculty’s strategic vision and core competencies. This restructuring streamlined workflows across all core missions and optimized resource allocation. By using these distinct capabilities as a decision-making framework, leadership successfully evaluated whether to handle essential operations internally, through strategic outsourcing to maximize long-term growth.<\/p>\n\n\n\n

Work System<\/strong><\/td>Requirement<\/strong><\/td>Key Process<\/strong><\/td>Products\/<\/strong> Service Recipient<\/strong><\/td>Faculty carry out<\/strong><\/td>Outsourcing<\/strong><\/td><\/tr><\/thead>
Education Management<\/strong><\/td><\/tr>
– Program Administration<\/td>– Curriculum  according to the  Higher Education  Framework<\/td>– Five-year- curriculum improvement cycle<\/td>– Improved Curriculum – All stakeholders<\/td>– Faculty<\/td>– External curriculum  Analyst – Graduate users – Alumni<\/td><\/tr>
– Student development<\/td>– Student  development  according to TQF<\/td>\u2013 Students achieved 3  learner outcomes and 5  learning outcomes For BE \/CA old curriculum, and 4 learning outcomes for BE\/CA Improved curriculum<\/td>\u2013 Quality graduates \u2013 All stakeholders<\/td>\u2013 All Faculty\u2019s  committee<\/td>\u2013 University\u2019s  administrative board \u2013 Graduate users \u2013 Collaborators<\/td><\/tr>
Research<\/strong><\/td><\/tr>
Research management<\/td>– Quality research complying with  research ethics in human<\/td>– Seek external funding Resources – Approval of human Research – Support research publication in an  academic journal – Manage knowledge and disseminate research results.<\/td>– Number of  research projects – Amount of  research funding – Number of  published research  articles  In the academic  journal TCI,  SCOPUS<\/td>– Faculty\u2019s research  committee<\/td>– External research  funding resources – Academic journals<\/td><\/tr>
Academic Service<\/strong><\/td><\/tr>
Academic service  management<\/td>-The service meets the community\u2019s  needs<\/td>– Coordinate and contact target  communities – Design \/organize services according to recipients\u2019 need – Evaluate the satisfaction of recipients. \u2013 Improve services<\/td>– Number of service  Recipients – Satisfaction level of  Service recipient<\/td>– Academic service Committee – Student  volunteers<\/td>– Target communities – Service recipients<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The Faculty conducts an annual review of its work systems and core competencies during the strategic planning process to ensure efficiency, adaptability to emerging strategic challenges, and alignment with institutional goals. This continuous improvement process aims to strengthen the Faculty\u2019s ability to achieve its strategic objectives. Based on the 2024 performance review, the Faculty refined its academic service strategies to better align with the evolving needs of target communities and to support the broader missions of the University.<\/p>\n\n\n\n

\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/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>
2.1.1 (4) -1<\/td>\u0e40\u0e2d\u0e01\u0e2a\u0e32\u0e23\u0e01\u0e32\u0e23\u0e02\u0e2d\u0e23\u0e31\u0e1a\u0e17\u0e38\u0e19\u0e1c\u0e25\u0e27\u0e34\u0e08\u0e31\u0e22 \u0e1b\u0e35\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32 2568<\/a><\/td><\/tr>
2.1.1 (4) -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>
2.1.1 (4) -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. 2568)<\/a><\/td><\/tr>
2.1.1 (4) -4<\/td>\u0e02\u0e49\u0e2d\u0e21\u0e39\u0e25\u0e01\u0e32\u0e23\u0e27\u0e34\u0e1e\u0e32\u0e01\u0e29\u0e4c\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23<\/a><\/td><\/tr>
2.1.1 (4) -5<\/td>\u0e04\u0e27\u0e32\u0e21\u0e04\u0e34\u0e14\u0e40\u0e2b\u0e47\u0e19\u0e02\u0e2d\u0e07\u0e1c\u0e39\u0e49\u0e43\u0e0a\u0e49\u0e1a\u0e31\u0e13\u0e11\u0e34\u0e15 (\u0e17\u0e35\u0e48\u0e19\u0e33\u0e21\u0e32\u0e1b\u0e23\u0e31\u0e1a\u0e1b\u0e23\u0e38\u0e07\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23)<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

The Faculty established its main strategic objectives in alignment with both long-term strategic plans and short-term action plans, implemented through 44 targeted projects. These objectives are supported by clearly defined goals and performance indicators. While the strategic objectives remain consistent across planning periods, the target values are adjusted annually to reflect evolving priorities and capacities. Each objective includes a specific timeframe for achievement, with the end of the fiscal year serving as the evaluation point for overall progress.<\/p>\n\n\n\n

Strategy, Strategic Objectives, and Indicators of the Faculty\u2019s Success<\/strong><\/p>\n\n\n\n

Strategic goal<\/strong><\/td>Strategic Objective<\/strong><\/td>Key Success<\/strong> Indicators<\/strong><\/td>Collaborators<\/strong><\/td>Counting<\/strong> Unit<\/strong><\/td>Timeline 20_ _<\/strong><\/td><\/tr>
25<\/td>26<\/td>27<\/td>28<\/td>29<\/td><\/tr>
Teaching and Learning Management<\/td>Establish an academic cooperation network to develop active citizens by delivering productive learning experiences aligned with labor market demands<\/td>– Number of students\u2019 work arising from productive learning – Number of programs  improved or developed<\/td>– Community School – Government organizations – Private organizations – Alumni – qualified person<\/td>– Student\u2018s  work      – Program<\/td>65<\/strong>  <\/strong> 2<\/strong><\/strong><\/td>60<\/strong>  <\/strong> 2<\/strong><\/strong><\/td>50<\/strong>  <\/strong> 2<\/strong><\/strong><\/td>50<\/strong>  <\/strong> 2<\/strong><\/strong><\/td>50<\/strong>  <\/strong> 2<\/strong><\/strong><\/td><\/tr>
Research and cooperation<\/td>– Deliver high-quality research and innovation that drives meaningful value for both the organization and local communities<\/td>– Number of research  studies by the lecturer – Number of research  studies by students <\/td>– External research funding resources – Research collaborators  <\/td>– Lecturers\u2019 Research – Students Research<\/td>4<\/strong>  <\/strong> 6<\/strong>  <\/strong><\/td>4<\/strong>  <\/strong> 5<\/strong>  <\/strong><\/td>4<\/strong>  <\/strong> 7<\/strong><\/td>4<\/strong>  <\/strong> 3<\/strong><\/td>4<\/strong>  <\/strong>  <\/strong>4<\/strong><\/td><\/tr>
– Academic services and cooperation with social Collaborators – Academic service with the Teacher Council<\/td>– Transfer knowledge to  local communities to  promote their economic  development, and maintain the local culture, values, and traditional way of life – Provide education expertise to enhance foreign teachers\u2019 teaching skills and management<\/td>– Successful  academic and  community services – Service recipients\u2019  satisfaction – Complete the module objectives<\/td>– Local communities   – Local schools       – The Teacher Council of Thailand  <\/td>– Number of  services  – Number of  communities<\/td>4<\/strong>  <\/strong> 4<\/strong><\/strong>  <\/strong>  <\/strong> –<\/strong><\/strong><\/td>4<\/strong>  <\/strong> 4<\/strong><\/strong>  <\/strong>  <\/strong> –<\/strong><\/strong><\/td>4<\/strong>  <\/strong> 4<\/strong><\/strong>  <\/strong>  <\/strong> 2<\/strong><\/td>4<\/strong>  <\/strong> 4<\/strong><\/strong>  <\/strong>  <\/strong> –<\/strong><\/strong><\/td>4<\/strong>  <\/strong> 4<\/strong><\/strong>  <\/strong>  <\/strong> –<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

\u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/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>
2.1.2 (1)-1<\/td>\u0e2a\u0e23\u0e38\u0e1b\u0e08\u0e33\u0e19\u0e27\u0e19\u0e1c\u0e25\u0e07\u0e32\u0e19\u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32<\/a><\/td><\/tr>
2.1.2 (1)-2<\/td>\u0e2a\u0e23\u0e38\u0e1b\u0e1c\u0e25\u0e07\u0e32\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22\u0e02\u0e2d\u0e07\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/a><\/td><\/tr>
2.1.2 (1) -3<\/td>\u0e07\u0e32\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22\u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32<\/a><\/td><\/tr>
2.1.2 (1) -4<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e01\u0e32\u0e23\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23 HuSo \u0e2a\u0e39\u0e48\u0e0a\u0e21\u0e0a\u0e19 (HS 27)<\/a><\/td><\/tr>
2.1.2 (1) -5<\/td>\u0e23\u0e32\u0e22\u0e07\u0e32\u0e19\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23 Module<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

The Faculty Committee developed the strategic plan by identifying and refining strategic objectives aimed at enhancing the Faculty\u2019s core missions. The process for setting strategic objectives involved the following steps:<\/p>\n\n\n\n

    \n
  1. Reviewing key information derived from strategic challenges (SC), strategic advantages (SA), strategic opportunities (SO), as well as the needs and expectations of customers and stakeholders.<\/li>\n\n\n\n
  2. Utilizing this information to revise and refine strategic objectives to effectively address the identified challenges and capitalize on the Faculty\u2019s advantages.<\/li>\n<\/ol>\n\n\n\n

    For the 2025 fiscal year, the Faculty reviewed its strategic objectives and made necessary adjustments to the indicators and related projects. These revisions were aligned with the Faculty\u2019s vision, core competencies, and overarching strategic plan to ensure continued relevance and effectiveness.
    <\/strong><\/p>\n\n\n\n

    Consideration of Strategic Objectives<\/strong><\/p>\n\n\n\n

    Strategic Challenge<\/strong><\/td>Strategic<\/strong> Advantage<\/strong><\/td>Strategic Opportunity<\/strong><\/td>Stakeholders\u2019 Needs<\/strong><\/td>Strategic Objectives<\/strong><\/td><\/tr>
    Education Management<\/strong><\/td><\/tr><\/thead>
    External strategic challenges:<\/strong> – Students and stakeholders\u2019 expectations         Internal strategic challenges<\/strong>: – Limited resources<\/td>– The Faculty\u2019s core competencies – Cooperation  between the  Faculty and  collaborators<\/td>– Create cooperation with alliance networks for the co-management of education to produce graduates with acceptable standards and qualities qualified for jobs in all domestic and international organizations.<\/td>– Graduates have  knowledge and skills  used for work – Graduates get a job  immediately after  graduating  –  Graduates apply knowledge to develop themselves, the community, and society.<\/td>– Create a network of academic cooperation to produce graduates to become an active citizen through organizing productive learning in line with the needs of the labor market.<\/td><\/tr>
    Research and Innovation<\/strong><\/td><\/tr>
    External strategic<\/strong> challenge:<\/strong> – Research results being adopted for implementation   Internal strategic challenges:<\/strong> – Limited  number of human resources<\/td>– The University\u2019s  and the Faculty\u2019s core competencies – Consistent  cooperation with collaborators<\/td>– Create cooperation with  alliances and community<\/td>-More researchers to produce quality research and innovation \u2013 More research work and innovations used to develop the community and society <\/td>– Produce quality research and innovation beneficial for the organization or communities<\/td><\/tr>
    Academic and Community Service<\/strong><\/td><\/tr>
    External strategic challenge:<\/strong> – Community\u2019s expectation  Internal strategic challenges<\/strong>: – A new body of knowledge to be transferred<\/td>– The University\u2019s  support  – Competent lecturers and service providers<\/td>– Create cooperation with  alliances and community – Create strong relationships with the local community\u2013  Promote the local community regarding income and cultural and traditional sustainability<\/td>– Faculty members generate new knowledge – Local residents have a better and more sustainable life. – The College is more prestigious.<\/td>– Transfer knowledge to local communities to promote their economic development, and maintain the local culture, values, and traditional way of life<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n


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

    \u0e2b\u0e25\u0e31\u0e01\u0e10\u0e32\u0e19<\/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>
    2.1.2 (2) -1<\/td>\u0e2a\u0e23\u0e38\u0e1b\u0e1c\u0e25\u0e07\u0e32\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22\u0e02\u0e2d\u0e07\u0e2d\u0e32\u0e08\u0e32\u0e23\u0e22\u0e4c<\/a><\/td><\/tr>
    2.1.2 (2) -2<\/td>\u0e07\u0e32\u0e19\u0e27\u0e34\u0e08\u0e31\u0e22\u0e02\u0e2d\u0e07\u0e19\u0e31\u0e01\u0e28\u0e36\u0e01\u0e29\u0e32<\/a><\/td><\/tr>
    2.1.2 (2) -3<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e01\u0e32\u0e23\u0e27\u0e34\u0e0a\u0e32\u0e01\u0e32\u0e23 HuSo \u0e2a\u0e39\u0e48\u0e0a\u0e21\u0e0a\u0e19 (HS 27)<\/a><\/td><\/tr>
    2.1.2 (2) -4<\/td>KM<\/a><\/td><\/tr>
    2.1.2 (2) -5<\/td>\u0e42\u0e04\u0e23\u0e07\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e01\u0e32\u0e23\u0e0a\u0e38\u0e21\u0e0a\u0e19 \u0e02\u0e2d\u0e07 CA<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    Self-Assessment<\/strong> 2.1<\/strong><\/p>\n\n\n\n

    \u0e40\u0e01\u0e13\u0e11\u0e4c\u0e04\u0e38\u0e13\u0e20\u0e32\u0e1e<\/strong><\/strong><\/td>\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e15\u0e19\u0e40\u0e2d\u0e07<\/strong><\/strong><\/td>\u0e04\u0e30\u0e41\u0e19\u0e19<\/strong><\/strong><\/td><\/tr>
    1. \u0e01\u0e23\u0e30\u0e1a\u0e27\u0e19\u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e17\u0e33\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c<\/td><\/tr>
       (1) \u0e01\u0e23\u0e30\u0e1a\u0e27\u0e19\u0e01\u0e32\u0e23\u0e27\u0e32\u0e07\u0e41\u0e1c\u0e19\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c
    (2) \u0e01\u0e32\u0e23\u0e27\u0e34\u0e40\u0e04\u0e23\u0e32\u0e30\u0e2b\u0e4c\u0e41\u0e25\u0e30\u0e01\u0e33\u0e2b\u0e19\u0e14\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c (1 \u0e04\u0e30\u0e41\u0e19\u0e19)<\/td>    		\/<\/td>1<\/td><\/tr>
       (3) \u0e42\u0e2d\u0e01\u0e32\u0e2a\u0e40\u0e0a\u0e34\u0e07\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c\u0e41\u0e25\u0e30\u0e42\u0e2d\u0e01\u0e32\u0e2a\u0e17\u0e35\u0e48\u0e1c\u0e48\u0e32\u0e19\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e1c\u0e25\u0e44\u0e14\u0e49\u0e1c\u0e25\u0e40\u0e2a\u0e35\u0e22\u0e02\u0e2d\u0e07\u0e04\u0e27\u0e32\u0e21\u0e40\u0e2a\u0e35\u0e48\u0e22\u0e07\u0e2d\u0e22\u0e48\u0e32\u0e07\u0e23\u0e2d\u0e1a\u0e14\u0e49\u0e32\u0e19 (1 \u0e04\u0e30\u0e41\u0e19\u0e19)<\/td>\/<\/td>1<\/td><\/tr>
       (4) \u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e08\u0e49\u0e32\u0e07\u0e04\u0e19\u0e20\u0e32\u0e22\u0e19\u0e2d\u0e01 \u0e41\u0e25\u0e30\u0e2a\u0e21\u0e23\u0e23\u0e16\u0e19\u0e30\u0e2b\u0e25\u0e31\u0e01\u0e02\u0e2d\u0e07\u0e2a\u0e16\u0e32\u0e1a\u0e31\u0e19 (1 \u0e04\u0e30\u0e41\u0e19\u0e19)<\/td>\/<\/td>1<\/td><\/tr>
    2. \u0e27\u0e31\u0e15\u0e16\u0e38\u0e1b\u0e23\u0e30\u0e2a\u0e07\u0e04\u0e4c\u0e40\u0e0a\u0e34\u0e07\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c<\/td><\/tr>
       (1) \u0e27\u0e31\u0e15\u0e16\u0e38\u0e1b\u0e23\u0e30\u0e2a\u0e07\u0e04\u0e4c\u0e40\u0e0a\u0e34\u0e07\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c\u0e17\u0e35\u0e48\u0e2a\u0e33\u0e04\u0e31\u0e0d (1 \u0e04\u0e30\u0e41\u0e19\u0e19)<\/td>\/<\/td>1<\/td><\/tr>
       (2) \u0e01\u0e32\u0e23\u0e1e\u0e34\u0e08\u0e32\u0e23\u0e13\u0e32\u0e27\u0e31\u0e15\u0e16\u0e38\u0e1b\u0e23\u0e30\u0e2a\u0e07\u0e04\u0e4c\u0e40\u0e0a\u0e34\u0e07\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c (1 \u0e04\u0e30\u0e41\u0e19\u0e19)<\/td>\/<\/td>1<\/td><\/tr>
    \u0e23\u0e27\u0e21\u0e1c\u0e25\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e15\u0e19\u0e40\u0e2d\u0e07 <\/strong>Criteria 2.1<\/strong><\/strong><\/td>5<\/strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"

    Criteria 2.1 \u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e17\u0e33\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c (Strategy Development) Requirements Quality level assessment Result 2.1 Faculty Strategic Planning Process The Faculty has developed a 5-year long-term strategic plan alongside its annual operational plans to align with the university’s policies, strategic direction, and the critical data shown in Table 21. By utilizing this data to conduct a SWOT analysis of […]<\/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-5684","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=\/wp\/v2\/pages\/5684","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=5684"}],"version-history":[{"count":7,"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=\/wp\/v2\/pages\/5684\/revisions"}],"predecessor-version":[{"id":6399,"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=\/wp\/v2\/pages\/5684\/revisions\/6399"}],"wp:attachment":[{"href":"https:\/\/qa.trsu.ac.th\/humanities-social-sciences\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5684"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}