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|Title:||Operational strategy of Educational Quality Assurance Programme level of Higher Education Institutions in Chiang Mai Province|
|Publisher:||Chiang Mai : Graduate School, Chiang Mai University|
|Abstract:||The adjectives of this research on Curriculum Quality Assurance Operational Strategy of Public Higher Education Institutions in Chiang Mai were 1) To study the problem conditions and recommendations of the curriculum quality assurance operational strategy of public higher education institutions 2) To study the guidelines for quality assurance of education from the prototype curriculum 3) To prepare and monitor the effectiveness, strategies, and implementation of curriculum quality assurance of public higher education institutions. 4) To evaluation the implementation strategy of curriculum quality assurance of public higher education institutions. This research is based on: Research and Development (R&D) method. The results of the research are summarized as follows: 1. Problem conditions with quality assessment summary report the program level, academic year 2017, found that 1) the standard supervision, is the course instructors have an ambiguous understanding of curriculum standards 2) Graduates is lacking of planning and review of performance and processes affecting student development in accordance with learning outcome standards3) Students are organized activities to encourage students for having learning skills which there is no diversity 4) The course does not define the IDP plan of the instructors responsible for entering the academic position 5) The assessment of learners is the lack of strategic adjustment of the strategy plan of the strategy plan course 6) Learning facilities is a lack of curriculum, based on surveys from instructors and students, to use the information to improve the management of learning facilities while exploring the teaching needs. For feedback from the curriculum quality assurance process, the 1st step: The curriculum standard is that the lecturers, academic staff, knowledge and understanding of the supervision of the curriculum standards is unclear. The suggestion is that the course should be conducted in a seminar and workshop to educate the instructors and staff of the course. The 2nd step: The preparation of the course's educational management development plan is delayed, resulting in the implementation of the plan is not in accordance with the specified period of time. The suggestion is that counselors and students should prepare Time Line for student research. The 3rd step: Implementation of the Education Management Development Plan is sourcing repair defective teaching support. The issue is not resolved. The suggestion is to plan improvemnents, repair according to the duration of teaching facilities. The 4th step: Follow up course performance. The problem is that the instructors lacks of following-up. The recommendation is to assign the curriculum staff to record the results of reporting and advancement of the production of academic work. The 5th step: Curriculum evaluation and quality inspection is the board or working group that evaluates the curriculum. The suggestion is to conduct the appointment of a variety of boards or working groups. The 6th step: Reporting assessment results to universities is the preparation of assessment reports, those responsible for indicators, lack of understanding of the criteria for assessing the quality of curriculum education. Feedback is to assign and clearly assign duties to instructors and staff of the course according to the appropriate indicators. 2. Curriculum Quality Assurance Guidelines From the Prototype's course, the 1st step: Directing the curriculum standards. The guidelines is holding meetings to educate them about course benchmarks. The 2nd step: Make a plan to improve the educational management of the curriculum. The guideline is to draw up a plan to control of theology. The 3rd step: Implementation of the Education Management Development Plan. The guideline is to assign responsibility for teaching and learning facilities to the affiliate. The 4th step: Follow up course performance. The guidelines are planning for the training of instructors according to their aptitudes, including reporting on the training of instructors in the main course. The 5th step: Curriculum Evaluation and Quality Inspection. The guidelines is the appointment of a curriculum quality inspection committee from a qualified instructors who has been trained through curriculum quality inspection. The 6" step: Reporting assessment results to the university. The guideline is there are course-level communication channels, social media channels, and course meetings. Participation of instructors and curriculum staff including exchange of their opinions in the preparation of self assessment reports 4. Curriculum Quality Assurance Strategy of Public Higher Education Institutions in Chiang Mai has 7 points of strategies as follows; 1) Strategies to encourage course personnel to have an understanding of course benchmarks 2) strategies to plan course staff to meet the criteria 3) Development Strategy 4) Proactive course education development plan 4) Strategy to encourage the course to implement education management development plan 5) Follow-up strategy Course work periods by 3 months, 6 months, 9 months, and 12 months 6) Strategy to develop the curriculum to be evaluated for the quality of curriculum level 7) Strategy to promote the dissemination of course performance data 5. Evaluation used of appropriate and useful strategies found a strategy for Curriculum Quality Assurance Operational Strategy of Public Higher Education Institutions in Chiang Mai which the efficiency at the "most" level.|
|Appears in Collections:||EDU: Theses|
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