The management model for educational quality assurance at the Program Level According to AUN-QA Criteria, Faculty of Education, Sakon Nakhon Rajabhat University

Abstract

            The objectives of this research were to 1) develop a management model for educational quality assurance according to AUN-QA criteria for the Faculty of Education, Sakon Nakhon Rajabhat University, 2) develop a handbook for managing educational quality assurance based on AUN-QA criteria for the Faculty of Education, Sakon Nakhon Rajabhat University and 3) test the handbook for managing educational quality assurance according to AUN-QA criteria for the Faculty of Education, Sakon Nakhon Rajabhat University. The population consisted of 98 personnel from the Faculty of Education, Sakon Nakhon Rajabhat University. The sample group consisted of 53 individuals including administrators, program instructors and quality assurance staff from the Faculty of Education. The research tools included the educational quality assurance management model and handbook based on AUN-QA standards for the Faculty of Education at Sakon Nakhon Rajabhat University, interview forms for the target group, surveys to gather expert opinions on the model and handbook, and surveys to collect participants' feedback on the handbook activities. The statistics used for data analysis were basic statistics including mean and standard deviation. The research results revealed that 1) the educational quality assurance management model according to AUN-QA criteria for the Faculty of Education, Sakon Nakhon Rajabhat University consisted of 4 parts: Part 1-Planning (Plan) which included policy setting and responsibility assignment, Part 2-Implementation (Do) which included designating responsible individuals, determining reference evidence and organizing SAR writing training, Part 3-Checking (Check) which included assigning responsible individuals to review the SAR before submitting it to the evaluation committee and Part 4-Improvement (Act) which included organizing training for curriculum development planning and specifying relevant personnel required to attend the training. The experts' opinions on the overall model were at the highest level of appropriateness, 2) The development of the handbook consisted of four parts: Part 1-Details of the model, Part 2-Explanation of criteria and methods for writing SAR Criterion 1–Criterion 8 with examples, Part 3-Guidelines for program assessment, examples of Desktop Assessment reports and Feedback Reports and Part 4-Examples of curriculum development planning. The experts' opinions on the overall handbook were at the highest level of appropriateness and 3) The results of testing the handbook with the sample group showed that their overall satisfaction was at its highest level.