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AUNQA PHD - Coggle Diagram
AUNQA PHD
AUNQA 2 Programme Structure and Content
2.2 The design of the curriculum
Each PLO is obtained to specific KSA components
courses are aligned with the TNMC regulations
2.3 The design include feedback from external stakeholders.
critical review by various stakeholders
Alumni who graduated from the PhD program
Potential Employers
TNMC representatives provided official feedback
2.1 Program and all courses
Program
communicated to all stakeholders
during roadshow
brochur
PhD e-handbook
meetings, FON online platforms, and printed materials
updated at least every five years
TNMC regulations for approval of the PhD nursing program 2017
MHESI standards of higher education
courses
annually updated throughout the course specification process
PSU’s regulations
LMS and class meetings
2.4 each course in achieving the expected learning outcomes
comprehensive curriculum map
Various CCAs and ECAs to further enhance the achievement of PLOs
2.5 all its courses are logically structured, properly sequenced
plan 1.1
THESIS AND SID
Plan 2.1
Coursework & Research-Focused
2.6 option(s) for students to pursue major and/or minor
several elective courses
the thesis course
flexible external learning opportunities from other universities or online programs
7 reviewed periodically following an established procedure
annual quality assurance review
Five-Year Comprehensive Curriculum Revision
AUN-QA Criterion 3 – Teaching and Learning Approach
3.1 The educational philosophy
progressivism”, focusing on holistic student development, encouraging social integration and adaptability
communicated
program orientation session
program handbook
program brochure advertisement
course orientation week at the beginning
teaching and learning approaches.
inquiry learning,
critical thinking
self-directed learning,
problem-solving skills
A cooperative learning atmosphere
discussions, seminars, capstone project, PhD annual conference, portfolio, and reflection.
various CCAs and ECAs
3.2 allow students to participate responsibly in the learning process
comprehensive orientation sessions
discussions about their roles and responsibilities within the learning process
prepare thoroughly before attending class and to actively participate in discussions
responsible for self-planning and goal setting for their thesis activities, and for regularly reporting their progress to their advisors
independently set seminar topics to complement their thesis work, actively leading and participating in these seminar activities.
3.3 nvolve active learning by the students
100% active learning through various methods
seminars, inquiry-based learning, need-based learning, journal club, vital conferences with expert, discussion, capstone project, teamwork, presentation
the thesis course were work integrated learning (WIL)
The collective research hours provide hands-on experience for students to apply knowledge and skills
accumulate 240 hours (in Plan 1.1) and 180 hours (in Plan 2.1)
about 30 hours of self- study are required for one credit
jigsaw activities to find the solutions in issues related to scientific integrity and publication Ethic in AI era
3.4 promote learning, learning how to learn, and instilling
articulated in PLO 4 which is addressed across various courses in both Plan 1.1 and Plan 2.1 (Figure 1).
creativity, problem-solving, critical thinking, curiosity, information management, interpersonal skills (speaking, listening, leadership), and self-reflective learning.
The seminar and thesis courses significantly promote LLL skills
regular meetings with thesis advisors and subject matter experts
CCAs and ECAs
consultations with visiting international professors
annual PhD conference
participation and presentations at international conferences
student exchange programs abroad
training in information, innovation, and artificial intelligence technologies and English competency online courses.
recorded the special lectures from Visiting Professors and posted in LMS2 and encourage them to revisit the sessions.
3.5 inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset
creativity and innovation as students' ability to generate novel research and innovation projects aimed at promoting health and well-being, and to conceptualize ideas for developing health policy recommendation
THESIS generate novel ideas and explore alternative solutions for developing models or programs that address real-world health problems through rigorous research processes
The entrepreneurial mindset we cultivate emphasizes developing students' adaptability and future orientation - skills crucial for successfully implementing their research/innovation projects and producing international publications. These critical skills are explicitly reflected in two of our PLOs: PLO1 and PLO 2.
In Nursing Leadership in Global Health System course, we assigned students to analyze issues and trends of interested health problems and related policies.
creating professional portfolios, enhancing students’ self-presentation and career readiness
“Smart Learner”and “Smart Leader” activities series: these initiatives are designed to foster critical thinking, leadership, and proactive learning
aesthetic activities: these promote holistic development and can indirectly foster creativity and unconventional thinking
Student exchange programs and short study-abroad initiatives
their self-adaptability in diverse environments
student self-reflection, student self-evaluation
3.6 The teaching and learning processes are shown to be continuously improved to ensure
revised course specifications and TLAs through the course specification and verification process.
annual audit by the university-level committee
AUN 1 Expected Learning Outcomes
1.1
formulated in accordance with an established learning taxonomy - the revised Bloom’s Taxonomy (2001)
clearly aligned with the strategic directions of both PSU and FON
Communication channels on PLOs and sub-PLOs for stakeholders
1.2
Program Curriculum Mapping
1.3
subject specific outcomes
comply with the stakeholders, including professional graduate competency standards for doctoral degrees set by the TNMC
generic learning outcomes
lifelong learning, curiosity, self-directed learning, critical thinking, reflection, flexibility, information literacy, social engagement, integrity, cultural awareness, cross-cultural communication, and teamwork.
1.4 external stakeholders
TNMC, MHESI
potential employers and prospective graduate users, alumni, prospective students (master’s students), external thesis examiner committees
document data (global social changes and nursing workforce, expectations of PhD graduated from various nursing universities across countries, and Ministry of Public Health in Thailand).
1.5 PLOs Achievement by the time they graduate
During the program
YLOs
After graduation
surveys assessing PLOs achievement
focus groups