1

(Self Assessment Report)

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email Santi.sa@psu.ac.th

( . )



(Self Assessment Report-SAR)



12 (1 2559
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1 1
1. 1
2. 2
3. 2
4. 3
5. 3
6. 3
7. 4
8. 4
9. 4
10. 4
2 6
3 AUN QA 20
AUN 1 Expected Learning Outcomes 21
AUN 2 Programme Specification 35
AUN 3 Programme Structure and Content 38
AUN 4 Teaching and Learning Approach 42
AUN 5 Student Assessment 47
AUN 6 Academic Staff Quality 52
AUN 7 Support Staff Quality 64
AUN 8 Student Quality and Support 73
AUN 9 Facilities and Infrastructure 80
AUN 10 Quality Enhancement 86
AUN 11 Output 92
4 95
5 (Common Data Set) 97


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3.1 AUN 1 Expected Learning Outcomes
3
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3.2 AUN 2 Programme Specification
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3.3 AUN 3 Programme Structure and Content

3



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3.4 AUN 4 Teaching and Learning Approach
3



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3.5 AUN 5 Student Assessment
4




3.6 AUN 6 Academic Staff Quality
4

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3.7 AUN 7 Support Staff Quality

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3.9 AUN 9 Facilities and Infrastructure
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3.10 AUN 10 Quality Enhancement
3


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3.11 AUN 11 Output
2 2559




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 21

AUN 1
Expected Learning Outcomes

Criterion 1
1. The formulation of the expected learning outcomes takes into account and reflects the vision and
mission of the institution. The vision and mission are explicit and known to staff and students.
2. The programme shows the expected learning outcomes of the graduate. Each course and lesson
should clearly be designed to achieve its expected learning outcomes which should be aligned to
the programme expected learning outcomes.
3. The programme is designed to cover both subject specific outcomes that relate to the knowledge
and skills of the subject discipline; and generic (sometimes called transferable skills) outcomes
that relate to any and all disciplines e.g. written and oral communication, problem-solving,
information technology, teambuilding skills, etc.
4. The programme has clearly formulated the expected learning outcomes which reflect the relevant
demands and needs of the stakeholders.

1 2 3 4 5 6 7
1.1 The expected learning outcomes have
been clearly formulated and aligned with
the vision and mission of the university
[1,2]
1.2 The expected learning outcomes cover
both subject specific and generic (i.e.
transferable) learning outcomes [3]
1.3 The expected learning outcomes clearly
reflect the requirements of the
stakeholders [4]
Overall opinion
22

AUN 1

1.1 The expected learning outcomes have been clearly formulated and aligned with the vision and
mission of the university
A1.1-2




..2548

2
2559

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning
outcomes

1.1 (Generic
learning outcomes) (Subject specific learning
outcomes) 4
2559

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders
- A1.3-5
4



5


(Generic learning outcomes)
 23

(Subject specific learning outcomes)
4
3

 24
2

1. 2. 3. 4. 5.

1 2 3 4 1 2 3 1 2 3 4 1 2 3 1 2 3

1.
.. 2548






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1 2 3 4 1 2 3 1 2 3 4 1 2 3 1 2 3

2.

2.1
- (Progressivism)

25
 26
1. 2. 3. 4. 5.

1 2 3 4 1 2 3 1 2 3 4 1 2 3 1 2 3

2.2
-


2.3
- 1


- 2
 1. 2. 3. 4. 5.

1 2 3 4 1 2 3 1 2 3 4 1 2 3 1 2 3

- 3


3.
-
4.

4.1
-

27
 28
1. 2. 3. 4. 5.

1 2 3 4 1 2 3 1 2 3 4 1 2 3 1 2 3

4.2
-


-


-

 3

1. 2. 3. 4. 5.

1 2 3 4 1 2 3 1 2 3 4 1 2 3 1 2 3

1.
()
2.
()
3.
()

29
30

4 Generics outcome Subject specific outcomes

Generic Subject
outcomes specific
outcomes
1.
1)

2)
3)

4)

2.
1)


2)

/

3)

3.
1)
2)

3)

 31

Generic Subject
outcomes specific
outcomes
4)

4.

1)

2)

3)

5.

1) /

2)


3)


32

5 (Curriculum Mapping)
4. 5.

1. 2. 3.


1 2 3 4 1 2 3 1 2 3 4 1 2 3 1 2 3
190-701
o o o o o o o o o o o o o

190-781 1 o o o o o o o o o
190-782
o o o o o o o o

190-783 o o o o o o o o o o o o
190-881 2 o o o o o o o o o
191-701 o o o o o o o o o o o o o o o
191-702 o o o o o o o o o o o o o o o
191-711
o o o o o o o o o o o o

191-712 1 o o o o o o o o o o o o o o o
191-713 2 o o o o o o o o o o o o o o o
191-714 o o o o o o o o o o o o o o o
 4. 5.

1. 2. 3.


1 2 3 4 1 2 3 1 2 3 4 1 2 3 1 2 3
191-715 o o o o o o o o o o o o o o o
191-716 o o o o o o o o o o o o o o o
191-717 o o o o o o o o o o o o o o o
192-701
o o o o o o o o o o o

192-711 o o o o o o o o o o o o o o o
192-712 o o o o o o o o o o o o o o o
193-711 o o o o o o o o o o o o o o o
193-712 o o o o o o o o o o o o o o o
193-713 o o o o o o o o o o o o o o o
193-714 o o o o o o o o o o o o o o o
190-882 o o o o
190-883 o o o o
190-884 o o o o
190-885 o o o o

33
34

*
.. 2557

 35

AUN 2
Programme Specification

Criterion 2
1. The Institution is recommended to publish and communicate the programme and course
specifications for each programme it offers, and give detailed information about the programme
to help stakeholders make an informed choice about the programme.
2. Programme specification including course specifications describes the expected learning
outcomes in terms of knowledge, skills and attitudes. They help students to understand the
teaching and learning methods that enable the outcome to be achieved; the assessment methods
that enable achievement to be demonstrated; and the relationship of the programme and its study
elements.

1 2 3 4 5 6 7
2.1 The information in the programme specification
is comprehensive and up-to-date [1,2]
2.2 The information in the course specification is
comprehensive and up-to-date [1,2]
2.3 The programme and course specifications are
communicated and made available to the
stakeholders [1,2]
Overall opinion
36

AUN 2

2.1 The information in the programme specification is comprehensive and up-to-date
- A2.1-2
- A2.1-3
.. 2548 https://sites.google.com/
.2 site/gradttmed/
- A2.1-5

- A2.1-6 .2

2.2 The information in the course specification is comprehensive and up-to-date

- A2.2-1 .3
- A2.2-2 .5
- A2.2-3

. 3
- A1.3-2
. 3 TQF online
/
LMS
. 3
.5 TQF online

.5



.3, 4,
5, 6 4.57
 37

2.3 The programme and course specifications are communicated and made available to the stakeholders
- A2.1-2
- A2.3-1 facebook
- - A2.3-2 LMS
-
facebook

course syllabus online LMS
-

38

AUN 3
Programme Structure and Content

Criterion 3
1. The curriculum, teaching and learning methods and student assessment are constructively aligned
to achieve the expected learning outcomes.
2. The curriculum is designed to meet the expected learning outcomes where the contribution made
by each course in achieving the programme's expected learning outcomes is clear.
3. The curriculum is designed so that the subject matter is logically structured, sequenced, and
integrated.
4. The curriculum structure shows clearly the relationship and progression of basic courses, the
intermediate courses, and the specialised courses.
5. The curriculum is structured so that it is flexible enough to allow students to pursue an area of
specialisation and incorporate more recent changes and developments in the field.
6. The curriculum is reviewed periodically to ensure that it remains relevant and up-to-date.

1 2 3 4 5 6 7
3.1 The curriculum is designed based on
constructive alignment with the expected
learning outcomes [1]
3.2 The contribution made by each course to
achieve the expected learning outcomes is clear
[2]
3.3 The curriculum is logically structured,
sequenced, integrated and up-to-date [3,4,5,6]
Overall opinion
 39

AUN 3

3.1 The curriculum is designed based on constructive alignment with the expected learning
outcomes
A1.1-2

5
- A2.1-6 .2
- A2.2-3


(.5)
3.2 The contribution made by each course to achieve the expected learning outcomes is clear
- A2.2-1 .3
- A2.2-2 .5
- A2.2-3


2 4 5 . 3 - A3.2-1



(.5)

3.3 The curriculum is logically structured, sequenced, integrated and up-to-date
- A2.1-6 .2
- A2.2-1 .3
- A2.2-2 .5
5 - A2.2-3


40

1

2 1
(1.1 1.2
) 2 (2.1
2.2 )
(.2) 17-21
3

191-701
190-701
190-781
1 190-782
190-881 2

5
.

(.3)

 41

.3

Plan
.3

Act
Do


Check
- .5
-
-
-

1
42
AUN 4
Teaching and Learning Approach

Criterion 4
1. The teaching and learning approach is often dictated by the educational philosophy of the
university. Educational philosophy can be defined as a set of related beliefs that influences what
and how students should be taught. It defines the purpose of education, the roles of teachers and
students, and what should be taught and by what methods.
2. Quality learning is understood as involving the active construction of meaning by the student, and
not just something that is imparted by the teacher. It is a deep approach of learning that seeks to
make meaning and achieve understanding.
3. Quality learning is also largely dependent on the approach that the learner takes when learning.
This in turn is dependent on the concepts that the learner holds of learning, what he or she knows
about his or her own learning, and the strategies she or he chooses to use.
4. Quality learning embraces the principles of learning. Students learn best in a relaxed, supportive,
and cooperative learning environment.
5. In promoting responsibility in learning, teachers should:
a) create a teaching-learning environment that enables individuals to participate responsibly
in the learning process; and
b) provide curricula that are flexible and enable learners to make meaningful choices in
terms of subject content, programme routes, approaches to assessment and modes and
duration of study.
6. The teaching and learning approach should promote learning, learning how to learn and instil in
students a commitment of lifelong learning (e.g. commitment to critical inquiry, information-
processing skills, a willingness to experiment with new ideas and practices, etc.).
 43

1 2 3 4 5 6 7
4.1 The educational philosophy is well
articulated and communicated to all
stakeholders [1]
4.2 Teaching and learning activities are
constructively aligned to the achievement of
the expected learning outcomes [2,3,4,5]
4.3 Teaching and learning activities enhance
life-long learning [6]
Overall opinion

AUN 4

4.1 The educational philosophy is well articulated and communicated to all stakeholders
2559 - A2.1-2
- A4.1-1
http://www.ttmed.psu.ac.th/


-
-
facebook
-

44

4.2 Teaching and learning activities are constructively aligned to the achievement of the expected learning
outcomes
- A2.2-1 .3
- A2.2-2 .5
- A4.2-1
4 5
. 3




(.5)
(ELOs)
5

(1)
(2)
(3)
(4)
(5)

7
2559
-
 45

- / 20%
- : : /
1:6:3
-



4.3 Teaching and learning activities enhance life-long learning
- A4.3-1
Life-long learning Tellmemore



1. Tell me more
Progress Test Placement Test
66.67 % 6.67% 26.67%
2.
3.
20 %
4. 2

2559
1.1

190-781
1 190-881
2

journal club (
46

7

1 2 3 4 5
1.
2.
3.
4.
5.
6. -
7.
8.
9.
10.
11.
12. -
 47

AUN 5
Student Assessment

Criterion 5
1. Assessment covers:
a. New student admission
b. Continuous assessment during the course of study
c. Final/exit test before graduation
2. In fostering constructive alignment, a variety of assessment methods should be adopted and be
congruent with the expected learning outcomes. They should measure the achievement of all the
expected learning outcomes of the programme and its courses.
3. A range of assessment methods is used in a planned manner to serve diagnostic, formative, and
summative purposes.
4. The student assessments including timelines, methods, regulations, weight distribution, rubrics
and grading should be explicit and communicated to all concerned.
5. Standards applied in assessment schemes are explicit and consistent across the programme.
6. Procedures and methods are applied to ensure that student assessment is valid, reliable and fairly
48

administered.
7. The reliability and validity of assessment methods should be documented and regularly evaluated
and new assessment methods are developed and tested.
8. Students have ready access to reasonable appeal procedures.

1 2 3 4 5 6 7
5.1 The student assessment is
constructively aligned to the
achievement of the expected learning
outcomes [1,2]
5.2 The student assessments including
timelines, methods, regulations, weight
distribution, rubrics and grading are
explicit and communicated to students
[4,5]
5.3 Methods including assessment
rubrics and marking schemes are used
to ensure validity, reliability and
fairness of student assessment [6,7]
5.4 Feedback of student assessment is
timely and helps to improve learning
[3]
5.5 Students have ready access to
appeal procedure [8]
Overall opinion

AUN 5

5.1 The student assessment is constructively aligned to the achievement of the expected learning outcomes
- A2.1-6 .2
 49

- A5.1-1
(.2) - A5.1-2






(
,,)




80 %

8
5.2 The student assessments including timelines, methods, regulations, weight distribution, rubrics and
grading are explicit and communicated to students
( - A2.2-1 .3
4 . 3) - A2.2-3
50

-


.3

-



LMS
5.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and
fairness of student assessment
(criteria) - A5.3-1





5.4 Feedback of student assessment is timely and helps to improve learning
- A2.2-1 .3







-
 51

5.5 Students have ready access to appeal procedure
- A5.5-1

1. -
3.00
2. -
-

3. -
-
4. -
-
5. -
-
-

52
 53

AUN 6
Academic Staff Quality

Criterion 6
1. Both short-term and long-term planning of academic staff establishment or needs (including
succession, promotion, re-deployment, termination, and retirement plans) are carried out to ensure
that the quality and quantity of academic staff fulfil the needs for education, research and service.
2. Staff-to-student ratio and workload are measured and monitored to improve the quality of
education, research and service.
3. Competences of academic staff are identified and evaluated. A competent academic staff will be
able to:
design and deliver a coherent teaching and learning curriculum;
apply a range of teaching and learning methods and select most appropriate assessment
methods to achieve the expected learning outcomes;
develop and use a variety of instructional media;
monitor and evaluate their own teaching performance and evaluate courses they deliver;
reflect upon their own teaching practices; and
conduct research and provide services to benefit stakeholders
4. Recruitment and promotion of academic staff are based on merit system, which includes teaching,
research and service.
5. Roles and relationship of academic staff members are well defined and understood.
6. Duties allocated to academic staff are appropriate to qualifications, experience, and aptitude.
7. All academic staff members are accountable to the university and its stakeholders, taking into
account their academic freedom and professional ethics.
8. Training and development needs for academic staff are systematically identified, and appropriate
training and development activities are implemented to fulfil the identified needs.
9. Performance management including rewards and recognition is implemented to motivate and
support education, research and service.
10. The types and quantity of research activities by academic staff are established, monitored and
benchmarked for improvement.
54

1 2 3 4 5 6 7
6.1 Academic staff planning (considering succession,
promotion, re-deployment, termination, and
retirement) is carried out to fulfil the needs for
education, research and service [1]
6.2 Staff-to-student ratio and workload are measured
and monitored to improve the quality of education,
research and service [2]
6.3 Recruitment and selection criteria including ethics
and academic freedom for appointment, deployment
and promotion are determined and communicated
[4,5,6,7]
6.4 Competences of academic staff are identified and
evaluated [3]
6.5 Training and developmental needs of academic
staff are identified and activities are implemented to
fulfil them [8]
6.6 Performance management including rewards and
recognition is implemented to motivate and support
education, research and service [9]
6.7 The types and quantity of research activities by
academic staff are established, monitored and
benchmarked for improvement [10]
Overall opinion
 55

AUN 6

6.1 Academic staff planning (considering succession, promotion, re-deployment, termination, and
retirement) is carried out to fulfil the needs for education, research and service

- A6.1-1

4
- A6.1-2



2559

- A6.1-3



-A6.1-4



/

TOR

(Load Unit)
2


/



(TOR)
56

6.2 Staff-to-student ratio and workload are measured and monitored to improve the quality of education,
research and service

15 - A6.1-1

1:8
- A6.1-2
12 1:3.1


2559

- A6.1-3



- A6.2-1
/
TOR 2559

TOR




2



6.3 Recruitment and selection criteria including ethics and academic freedom for appointment,
deployment and promotion are determined and communicated

- A6.3-1



 57

- A6.3-2



website




6.4 Competences of academic staff are identified and evaluated

- A6.1-3
(Core

Competency)

(Functional Competency)
- A6.4-1
(Managerial Competency)




- (P: Professionalism)
- (S: Social responsibility)
- (U: Unity)


1.
2.
3.



2559
80

58

6.5 Training and developmental needs of academic staff are identified and activities are implemented to
fulfil them
- A6.5-1


1.1

1.2 - A6.5-2



KM - A6.5-3
KM
2559 - A6.5-4

1. ( : -
,) A6.5-5
2. ( : )
3. ( : - A6.5-6
,)
4. - A6.5-7
( :
)
5.
(Laboratory) (OSCE)
Rubrice ( : - A6.5-8
)

12,000
/ (Laboratory)
 59

TOR (OSCE)
TOR
/ Rubrice

e-mail


11
6.6 Performance management including rewards and recognition is implemented to motivate and support
education, research and service

- A6.6-1





2559

- A6.6-2



- A6.6-3

1)
- A6.6-4
2)


3)
4) - A6.6-5
2559
3.85 4.17

60

6.7 The types and quantity of research activities by academic staff are established, monitored and
benchmarked for improvement

- A6.7-1


- A6.7-2





- A6.7-3

TOR
(4 LU = 1 TCI paper; 5 LU = 1 SCOPUS paper; 6 LU = 1 ISI
paper) 2559 4 KPI
0.6
- A6.7-4
( 2558 = 1.2 2557 = 2.2 )

2559


(Full Proceeding)
Full
Proceeding manuscript

Full-Time Equivalent (FTE)

Total
Category M F Percentage of PhDs
Headcounts FTEs
Professors - - - - -
Associate/ - 2 2 0.82 100 %
Assistant Professors
 61

Total
Category M F Percentage of PhDs
Headcounts FTEs
Full-time Lecturers 1 2 3 0.16 100 %
Part-time Lecturers - - - - -
Visiting Professors/ - - - - -
Lecturers
Total 1 4 5 0.98 100%

Staff-to-student Ratio ( 2558)

Academic Year Total FTEs of Academic staff Total FTEs of students Staff-to-student Ratio
2558 - - -
( )
2559 0.98 4.67 1:4.7

Research Activities
Types of Publication No. of
Academic Publications
Total Per Academic
Year ln-house/ National Regional International
Institutional Staff
2558 - - - 8 8 1.3/1
2559 - 1 - 3 4 0.6/1

-
1 .. 28 - 4
: .60
9
15-19 .60

 62

-
2. .. 29 .. - 2 .
.. .
3. .. 2426 .. 60
18th Tetrahedron Symposium
Asia Edition

20-..60

(Laboratory)
(OSCE)
Rubrice
4. . The 5 PSU 19-20 .59
Education Conference ..
Intructional Design for Automomous
Learmer
5. .. 10-12 .59 .
7-9 .59
19-21 .59
16-18 .60
14-16 .59 .

6. . Workshop 7-12 .59



2
14-16 .59 .

7-12 .59
2
 63

-
28-29 .60 .
5

29 .. - 2 .
.. .
7 . 14-16 .59 .

28 . 60 E801
.
teaching portfolio 22 . 60
210 .
16-17 . 60 .

20 . 60 E801
.
8 . SPSS 22-23
60
..
Rubric 20 60


..
AUN-QA 15-16 60
..
Assessment of 19-21
Learning outcomes and Constructive 2560
Feedback
(LRC)
9 .. The 5 PSU 19-20 .59
Education Conference Intructional ..
 64

-
Design for Automomous Learmer
" 11-13 ..60 .
.
10 . " 30-31 .60 .
" 9
24-26 .60 ..
:

11 . 10-12 .59 .
7-9 .59
19-21 .59
25-27 .60
14-16 .59 .

24-26 .60
.


21-24 .. 60


12 Dr.Opeyemi Joshua 26-27 .60 .
Olatunji

17-20 .60 .
 65
AUN 7
Support Staff Quality

Criterion 7
1. Both short-term and long-term planning of support staff establishment or needs of the library,
laboratory, IT facility and student services are carried out to ensure that the quality and quantity
of support staff fulfil the needs for education, research and service.
2. Recruitment and selection criteria for appointment, deployment and promotion of support staff are
determined and communicated. Roles of support staff are well defined and duties are allocated
based on merits, qualifications and experiences.
3. Competences of support staff are identified and evaluated to ensure that their competencies
remain relevant and the services provided by them satisfy the stakeholders' needs.
4. Training and development needs for support staff are systematically identified, and appropriate
training and development activities are implemented to fulfil the identified needs.
5. Performance management including rewards and recognition is implemented to motivate and
support education, research and service.

1 2 3 4 5 6 7
7.1 Support staff planning (at the library,
laboratory, IT facility and student services) is
carried out to fulfil the needs for
education, research and service [1]
7.2 Recruitment and selection criteria for
appointment, deployment and promotion are
determined and communicated [2]
7.3 Competences of support staff are identified
and evaluated [3]
7.4 Training and developmental needs of
support staff are identified and activities are
66

1 2 3 4 5 6 7
implemented to fulfil them [4]
7.5 Performance management including rewards
and recognition is implemented to motivate and
support education, research and service [5]
Overall opinion

AUN 7

7.1 Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil
the needs for education, research and service
- A1.3-3

- A7.1-1





TOR
2 1
1 3
2
2559



1.

2.

 67

3.
4.
5.
6.
7.

/

4.33

7.2 Recruitment and selection criteria for appointment, deployment and promotion are determined and
communicated
- A7.2-1



- A7.2-2

(TOR)
TOR
2
/

68

7.3 Competences of support staff are identified and evaluated

- A6.2-1

TOR
TOR 2
2559

- A7.3-1
/

- (P: Professionalism) - A7.3-2
- (S: Social responsibility)
- (U: Unity)
-A7.3-3


1.
2.
3.

2559 80

7.4 Training and developmental needs of support staff are identified and activities are implemented to
fulfil them
- A7.3-1


 69

1.1
- A6.5-3
1.2 KM

- A6.5-4



KM - A6.5-5

2559
- A6.5-6

1.
( :
)
2. KM web page gmail
webmail ( : )
3. KM

( :
)
4. ( :
,)
5. ( : )
6. ( :
,)

10,000
/
TOR
TOR
/

70

e-mail


12
7.5 Performance management including rewards and recognition is implemented to motivate and support
education, research and service

- A6.6-5

1. 2

2.
- A7.5-1
3.
2559

4. - A7.5-2
10,000
/



5.


2559
3.85
4.17
 71

Number of Support staff

Highest Educational Attainment
Support Staff Total
High School Bachelor's Master's Doctoral
Library Personnel - 1 - - 1
Laboratory Personnel - 2 1 - 3
IT Personnel - 1 - - 1
Administrative Personnel - 3 1 - 4
Student Services Personnel - 1 1 - 2
(enumerate the services)
Total - 8 3 - 11

10

-

1 30 ..60 ..

21 ..60


2 . 7 ..60 .

.. 2560
21 ..60


3 " " 14 ..60 .
30 ..60 ..

21 ..60
 72

-



4 .. 21 ..60


5 .. 21 ..60


6 21 ..60


7 18 .59


" 18-20 . .
60

21 ..60


8 21 ..60


9 21 ..60


10 AUN QA 15 -16 .. ..
60
21 ..60
 73

-



18 .59


Assessment of Learning 19-21 .. ..
outcome/Constructive feedback 60
3d 22 -23 .. ..
60
11 .. Thailand 24 ..60
4.0 ..
12 .. 21 ..60


13 .. Thailand 24 ..60
4.0 ..
14 .. : 1-3 .60

15 21 ..60


16 11-13 .
GMP 60
2
: 1-3 .60

17 .. 24-26 . ..
: 60
74

AUN 8
Student Quality and Support

Criterion 8
1. The student intake policy and the admission criteria to the programme are clearly defined,
communicated, published, and up-to-date.
2. The methods and criteria for the selection of students are determined and evaluated.
3. There is an adequate monitoring system for student progress, academic performance, and
workload, student progress, academic performance and workload are systematically recorded and
monitored, feedback to students and corrective actions are made where necessary.
4. Academic advice, co-curricular activities, student competition, and other student support services
are available to improve learning and employability.
5. In establishing a learning environment to support the achievement of quality student learning, the
institution should provide a physical, social and psychological environment that is conducive for
education and research as well as personal well-being.

1 2 3 4 5 6 7
8.1 The student intake policy and
admission criteria are defined,
communicated, published, and up-to-
date [1]
8.2
Themethodsandcriteriafortheselectionof
students are determined and evaluated
[2]
8.3 There is an adequate monitoring
system for student progress, academic
performance, and workload [3]
8.4 Academic advice, co-curricular
 75

1 2 3 4 5 6 7
activities, student competition, and
other student support services are
available to improve learning and
employability [4]
8.5 The physical, social and
psychological environment is
conducive for education and research as
well as personal well-being [5]
Overall opinion

AUN 8

8.1 The student intake policy and admission criteria are defined, communicated, published, and up-to-date
- A2.1-2
(.2) - A2.1-5
- A2.1-6 .2
- A8.1-2

- A8.1-3 2560

2559
( 5
/ 3 )
8.2 The methods and criteria for the selection of students are determined and evaluated
1. - A1.3-2
http://www.grad.psu.ac.th/grad_admission/ /
2. 2 - A2.2-3
3.
3 - A8.2-1
76

4.



( ,
, )




80 %
2559



4.57
8.3 There is an adequate monitoring system for student progress, academic performance, and workload
1. - A1.3-2
/
1.1 / - A1.3-3
1.2


1.3
4


/

2.
/
 77

4.57
4.55

8.4 Academic advice, co-curricular activities, student competition, and other student support services are
available to improve learning and employability
- A2.1-2
- A8.4-1





2




1
1.
1


2.
Tell me more

78

3. Journal club





2-4

1.
4

2. Journal club


3.

8.5 The physical, social and psychological environment is conducive for education and research as well as
personal well-being
- A8.5-1
2559

1. - A8.5-2
2559

- A8.5-3


2.



 79

3.


4.
journal club

Intake of First-Year Students ( 2558)

Applicants
Academic Year
No. Applied No. Offered No. Admitted/Enrolled
2558 - - -
2559 3 5 3
2560 2 5 2
80

 81

3
82
AUN 9
Facilities and Infrastructure

Criterion 9
1. The physical resources to deliver the curriculum, including equipment, materials and information
technology are sufficient.
2. Equipment is up-to-date, readily available and effectively deployed.
3. Learning resources are selected, filtered, and synchronised with the objectives of the study
programme.
4. A digital library is set up in keeping with progress in information and communication technology.
5. Information technology systems are set up to meet the needs of staff and students.
6. The institution provides a highly accessible computer and network infrastructure that enables the
campus community to fully exploit information technology for teaching, research, services and
administration.
7. Environmental, health and safety standards and access for people with special needs are defined
and implemented.

1 2 3 4 5 6 7
9.1 The teaching and learning facilities and
equipment (lecture halls, classrooms,
project rooms, etc.) are adequate and
updated to support education and research
[1]
9.2 The library and its resources are
adequate and updated to support education
and research [3,4]
9.3 The laboratories and equipment are
adequate and updated to support education
and research [1,2]
9.4 The IT facilities including e-learning
 83

1 2 3 4 5 6 7
infrastructure are adequate and updated to
support education and research [1,5,6]
9.5 The standards for environment, health
and safety; and access for people with
special needs are defined and implemented
[7]
Overall opinion

AUN 9

9.1 The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are
adequate and updated to support education and research
- A1.3-2

/

1. - A1.3-3




2. - A8.5-1

2559
- A8.5-2


2559
-A9.1-1
2559 IT
84

-
4.43 2558 (4.00)
-
4.32 2558 (2.8)


-
- IT


(Application: Lin group
9.2 The library and its resources are adequate and updated to support education and research
- A1.3-3

2
-

- A9.2-1

/
2559 ( )
4.09

ALIST







 85

9.3 The laboratories and equipment are adequate and updated to support education and research
- A1.3-2

/

- A1.3-3


Department of Biotechnology Alagappa University
(India), University Kebangsaan Malaysia (Malaysia)
3 - A9.3-1 /


4.43 ,4.45


9.4 The IT facilities including e-learning infrastructure are adequate and updated to support education and
research
- A1.3-3




- A8.5-1

2559

Tell Me More Online A9.4-1
86

/

(Quiz Online) (Assignment Online)
LMS@PSU /








4.43 ,4.45


9.5 The standards for environment, health and safety; and access for people with special needs are defined
and implemented
- A9.5-1
5 .
5 . /
5 .
2559
- A9.5-2




- A8.5-3






 87

2559

88

AUN 10
Quality Enhancement

Criterion 10
1. The curriculum is developed with inputs and feedback from academic staff, students, alumni and
stakeholders from industry, government and professional organisations.
2. The curriculum design and development process is established and it is periodically reviewed and
evaluated. Enhancements are made to improve its efficiency and effectiveness.
3. The teaching and learning processes and student assessment are continuously reviewed and
evaluated to ensure their relevance and alignment to the expected learning outcomes.
4. Research output is used to enhance teaching and learning.
5. Quality of support services and facilities (at the library, laboratory, IT facility and student
services) is subject to evaluation and enhancement.
6. Feedback mechanisms to gather inputs and feedback from staff, students, alumni and employers
are systematic and subjected to evaluation and enhancement.

1 2 3 4 5 6 7
10.1Stakeholdersneeds and feedback serve as
input to curriculum design and development
[1]
10.2 The curriculum design and development
process is established and subjected to
evaluation and enhancement [2]
10.3 The teaching and learning processes and
student assessment are continuously reviewed
and evaluated to ensure their relevance and
alignment [3]
10.4 Research output is used to enhance
teaching and learning [4]
 89

1 2 3 4 5 6 7
10.5 Quality of support services and facilities
(at the library, laboratory, IT facility and
student services) is subjected to evaluation
and enhancement [5]
10.6 The stakeholders feedback mechanisms
are systematic and subjected to evaluation and
enhancement [6]
Overall opinion

AUN 10

10.1Stakeholdersneeds and feedback serve as input to curriculum design and development
2559 - A2.2-3




/
/
/

10.2 The curriculum design and development process is established and subjected to evaluation and
enhancement
. - A2.1-6 .2
- A10.2-1 SOP
/
/



90

SOP

10.3 The teaching and learning processes and student assessment are continuously reviewed and evaluated
to ensure their relevance and alignment
- A2.2-1 .3
. 5 6 - A2.2-2 .5
- A2.2-3
/

/
- A3.2-1


ELO 5 (1)
(2) (3) (4)
(5)

10.4 Research output is used to enhance teaching and learning

- A2.2-1 .3






10.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is
subjected to evaluation and enhancement
( , -A10.5-1
, )
/


 91

/ /


2559
1.

1.1

1.3

2.
2.1

2.2


2.3 (ALIST )


( )

2.4 self-learning
10.6 The stakeholders feedback mechanisms are systematic and subjected to evaluation and
enhancement
- A2.2-3



- A10.6-1
2560
92

/ /


/

11

11


- 1
-
-
- .3
()
-
- 1
(
/ -


)
-
() -
-
- 1
( -
-
-
) 5

 93

- 1
( -
) -
-

94

AUN 11
Output

Criterion 11
1. The quality of the graduates (such as pass rates, dropout rates, average time to graduate,
employability, etc.) is established, monitored and benchmarked; and the programme should
achieve the expected learning outcomes and satisfy the needs of the stakeholders.
2. Research activities carried out by students are established, monitored and benchmarked; and they
should meet the needs of the stakeholders.
3. Satisfaction levels of staff, students, alumni, employers, etc. are established, monitored and
benchmarked; and that they are satisfied with the quality of the programme and its graduates.

1 2 3 4 5 6 7
11.1 The pass rates and dropout rates are established,
monitored and benchmarked for improvement [1]
11.2 The average time to graduate is established,
monitored and benchmarked for improvement [1]
11.3 Employability of graduates is established,
monitored and benchmarked for improvement [1]
11.4 The types and quantity of research activities by
students are established, monitored and benchmarked
for improvement [2]
11.5 The satisfaction levels of stakeholders are
established, monitored and benchmarked for
improvement [3]
Overall opinion
 95

AUN 11

11.1The pass rates and dropout rates are established, monitored and benchmarked for improvement

- A11.1-2


2559





11.2 The average time to graduate is established, monitored and benchmarked for improvement

- A11.2-1




-

-


2559

11.3 Employability of graduates is established, monitored and benchmarked for improvement

2559

96

11.4 The types and quantity of research activities by students are established, monitored and benchmarked
for improvement
2559

11.5 The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement
2559 - A2.2-3




/

Pass Rates and Dropout Rates

% completed first degree in % dropout during
Academic Year Cohort Size 2-3 3-4 >4 1st 2nd 3rd 4th Years &
Years Years Years Year Year Year Beyond
2558 - - - - - - - -
2559 3 NA NA NA 0 NA NA NA

12 2559

Types of Publication
Academic No. of
Year in-house/ Total Publications
Institutional National Regional International Per Students

- - - - - - -
 97

1. /
5

2.

3.

/

/

4.

1 ,
10
5.
/ /

1.

2.

( 2557)

98

3.
4.

1.

2.
 99

5
(Common Data Set)

Common Data Set

1 1

- 1

2 0

- 0
369
3

- - 3

11

4
(
)
0

0

11

6

-- ( 0
)

-- ( 0
)

-- ( 6
)

4

100

Common Data Set

-- 0


-- 0


-- 4


1

-- 0


-- 0


-- 1


0

-- 0

-- 0

-- 0

6
5

--
-- .
--
-- .
-- 6
4

 101

Common Data Set

-- 2

-- 2

-- 2

-- 0

4
6

-- 0


-- 0


...


..2556

./. 30



...


..2556

./.
30
102

Common Data Set

0
--

-- 1
TCI
2
-- 0

...


..2556

./.
30 (
Bealls list)
TCI 1
-- 3

...


..2556
-- 0
-- 0

-- 0

-- 0

-- 0

-- 0

 103

Common Data Set

0

-- 0

online
-- 0

-- 0

-- 0

-- 0

-- 0

- 0
TCI
Scopus
0

9


-- 0

-- 0


...



..2556

.../.
104

Common Data Set

30
-- 0
-- 0
TCI 2
-- 0

...


..2556

.../.
30 (
Beall's list)
TCI
1
-- 0

...



..2556
0
--

-- 0

online
-- 0

-- 0

 105

Common Data Set

-- 0

-- 0

-- 0

0
( )