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PhD teaching staff belongs to the Department of Languages, which offer service courses to undergraduate students, MA students in Applied Linguistics (English Language Teaching) and MA in English for Professional and International Communications. Therefore, the teaching staff has to teach at all levels. However, the PhD teaching requires lecturers who have extensive research experience. Thus, the lecturers in this programme tend to teach only at the postgraduate level.
In order to prepare the lecturers to teach and supervise in the PhD programme, we design a system to help the junior staff who are PhD graduates as follows:
- Upgrading the staff’s publication. Promising junior teaching staff who have some research publications is nominated to participate in the programme which is organized by the Centre of Research and Services. They will be funded to do a research study with the international scholar they choose for one month in order to learn how to conduct research and get it published in an international refereed journal with the international scholar being a co-author.
- Preparing PhD teaching staff. In order to prepare qualified staff to replace the lecturers who are about to retire, the junior staff who have publications will be asked to attend the PhD courses and the reading forum.
- Involving in PhD assessment. The junior staff will be asked to be involved in the PhD programme by acting as a chairperson of the qualifying examination and the internal examiners (See Appendix 13_QE_ Committee).
- Developing research skills and critical thinking. The junior staff is also encouraged to attend the research discussion and the research cluster in order to develop their research skills and their critical thinking because both forums require them to show their opinions and justify them (see details of the research discussion from http://sola.kmutt.ac.th/homesola/?page_id=397).
- The junior staff who have publications will pair with the more experienced staff to co-supervise the PhD students (See Appendix 14_Research Supervisor List)
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6.2. Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service
The main problem of the PhD programme is the number of students per 1 supervisor. According to the OHEC regulations, one supervisor can take up to 5 supervisees. However, the regulations of the university allow one supervisor to supervise up to 10 students but the programme has to monitor that the supervisors can give adequate supervision. To monitor the number of supervisees, SoLA set up the rules that each lecturer can supervise 5 students. If they accept more postgraduate students (both in the MA and the PhD programmes), they have to submit the document to show the number of their students, the students’ progress and publication and graduation timeline to the Postgraduate Committee of the faculty to consider before it is approved by the faculty committee (See Appendix 15_ Documents for extra numbers of supervisees). Before the semester starts, the academic support staff will check if the lecturers have new students under supervision or not. The quality of supervision is evaluated by the supervisees every semester (see samples of the evaluation results in Appendix 16_Assessment of Supervision Report 2016)
Figure 6.1 Number of academic staff and their FTEs in the last 5 academic years
| Category | M | F | Total |
Percentage of PhDs |
|||
| Headcounts | FTEs | ||||||
| Professors | - | - | - | - | |||
| Associate Professors | 1 | 2 | 3 | 3 | 66.66 | ||
| Assistant Professors | - | 4 | 4 | 4 | 100 | ||
| Full time lecture | 2 | - | 2 | 2 | 100 | ||
| Part-time lecture | - | - | - | - | |||
| Visiting Professor/ Lecturers | 1 | 1 | 2 | 2 | 100 | ||
|
Total |
4 | 6 | 11 | 11 | 5.88 | ||
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- Appendix 15_ Documents for extra numbers of supervisees
- Appendix 16_Assessment of Supervision Report 2016
6.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicate
The recruitment of PhD staff is mainly done through choosing the teaching staff who has extensive research, who are enthusiastic to develop new research methodology and shows their quality as good supervisors in the MA programmes. It is rather exclusive at present because the junior staff does not have experience. In the future, concrete criteria have to be made explicit.
6.4 Competences of academic staff are identified and evaluated
The qualifications of the PhD academic staff are mandated by the OHEC. The CV of staff will be updated every year. The co-supervisor from will also go through the same screening process.
6.5 Training and developmental needs of academic staff are identified and activities are implemented to fulfill them
At present, the training and development focus more on junior staff. The more experienced staff receives training from the visiting professors who come to give workshop and research consultation every year. The more experienced staff identifies the areas which we lack and search for visiting professors in those areas.
6.6 Performance management including rewards and recognition is implemented to motivate and support education, research and service
The performance management uses the university system. In addition, the faculty has performance based budgeting system (PBBS) which includes paying for exceeding expected teaching load (this includes supervision) and publication to pay staff every six months. This can help motivate the teachers to teach/supervise and do more research. Research which the academic staff supervises is accounted for 60% when it is published and the academic staff can use it for promotion.
6.7 The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement
The faculty establishes academic staff’s visibility criteria by looking at all the academic activities including research quality in order to use it to improve personnel. It can also be used to benchmark the staff (See Appendix 17_ Academic visibility).
Figure 6.3 Types and Number of Research Publications
| Research Publications by teaching staff | ||||||||||||||||||
| 2557 | 2558 | 2559 | ||||||||||||||||
| NC | IC | NJ | IJ | etc | Total | NC | IC | NJ | IJ | etc | Total | NC | IC | NJ | IJ | etc | Totla | |
| Ph.D. | - | 9 | 1.50 | 1.50 | 0.50 | 12.50 | - | 1.30 | - | 1.30 | 2.40 | 4.74 | - | 4.50 | - | 3.5 | 1 | 9 |
– National Conference (NC)
– International Conference (IC)
– National Journal (NJ)
– International Journal (IJ)
– etc. (Book, Poster, Presentation, Other…)
|
Curri- culum |
Weight of publication | |||||||||||||||||
| Year 2557 | Year 2558 | Year 2559 | ||||||||||||||||
| NC | IC | NJ | IJ | etc | Total | NC | IC | NJ | IJ | etc | Total | NC | IC | NJ | IJ | etc | Total | |
| PhD | - | 3.60 | 0.60 | 1.20 | 0.05 | 5.45 | - | 0.40 | - | 1.06 | 0.24 | 1.71 | - | 1.80 | - | 2.80 | 0.10 | 4.70 |
Most of the publications are at international conference proceedings. Also, most of the publications are co-written with the supervisees because the teachers have no time to conduct their own research. With this situation, developing a cluster may help the teachers develop expertise.