final v.1 AUNQA ป.โท DataComm V.4 2023 (ลงนาม)

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 60 ชื่อ-นามสกุล ตำแหน่งทาง วิชาการ วุฒิการศึกษา สูงสุด ผลงานวิจัยและผลงานวิชาการในรอบ 5 ปี ที่ผ่านมา เพื่อการข้ามเพศ ประเทศไทย. วารสารนิเทศศาสตรปริทัศน์.23, 2 (พฤษภาคม – สิงหาคม):162-177. 2. วิเชียร ลัทธิพงศ์พันธ์., ภัทราพร ภูวังสกุล. (ปี 2562). รหัสสัญญะที่ สำคัญของสื่อการ์ตูนสร้างแรงบันดาลใจ: การศึกษาฮิคารุ เซียนโกะ เกมอัจฉริยะ. วารสารการสื่อสารและการจัดการ.5, 3 (กันยายนธันวาคม) :91-109. พ.ศ.2561 1. วิเชียร ลัทธิพงศ์พันธ์., ณปภา สุวรรณรงค์. (ปี 2561)กระบวนการ ความคิดสร้างสรรค์มิวสิควีโอเพลงไทยสากล: การประกอบสร้าง ความหมายสัญญะทางเพศและบทอัศจรรย์. วารสารนิเทศศาสตร์. 37,1 (มกราคม – เมษายน):70-85. เสนอผลงานวิจัย/บทความวิชาการ พ.ศ.2563 1. วิเชียร ลัทธิพงศ์พันธ์., ปภิณวิช อ่องบางน้อย. (ปี 2563). กลวิธี การสร้างชุดสัญญะมหัศจรรย์ในการแสดงดิสนีย์ออนไอซ์ เรื่อง ผจญภัยแดนคำสาปราชินีหิมะ. สัมมนาทางวิชาการและการ ประชุมวิชาการระดับชาติ ด้านการสื่อสารและการบริหารจัดการ ครั้งที่ 4 ปี 2020 (18 มิถุนายน 2563 หน้า : 820-832. กรุงเทพฯ: คณะนิเทศศาสตร์, มหาวิทยาลัยหอการค้าไทย. ตำรา/หนังสือ - ธีรติร์ บรรเทิง - ปริญญาเอก โครงการวิจัย พ.ศ.2563 1. กุลทิพย์ ศาสตระรุจิ., ชนัญสรา อรนพ ณ อยุธยา., .ธีรติร์ บันเทิง., และ กรกช แสนจิตร (ปี 2563).การปรับปรุงนโยบายและแผนการ ประชาสัมพันธ์แห่งชาติ ฉบับที่ 5 (พ.ศ. 2559 - 2564) เป็น นโยบายและแผนการประชาสัมพันธ์แห่งชาติ ฉบับที่ 5 พ.ศ. 2563 – 2565 (ฉบับปรับปรุงให้สอดคล้องกับยุทธศาสตร์ชาติ 20 ปี). กรุงเทพฯ: กรมประชาสัมพันธ์. ตีพิมพ์ผลงานวิจัย/บทความวิชาการ พ.ศ.2566 1. จิรัชญา พันธ์พา., ธีรติร์ บรรเทิง. (2566). การสื่อสารภาพลักษณ์ และกลยุทธ์ที่ส่งผลต่อความภักดีของกลุ่มเกมเมอร์แฟนคลับ Vtuber : กรณีศึกษา ค่าย Nijisanji และ ค่าย Hololive Production. วารสารนิเทศศาสตรปริทัศน์, 27(2): 186-196. 2. ฉัตรภรณ์ สลัดทุกข์ และธีรติร์ บรรเทิง. (2566). การสื่อสาร ภาพลักษณ์ศิลปินนักร้องไทยในต่างแดน กรณีศึกษามิลลิและพีพี- บิวกิ้น. วารสารนิเทศสยามปริทัศน์, 22(1), 56-70. 3. สธนกร สลัดทุกข์ และธีรติร์ บรรเทิง. (2566). การสื่่อสารภาพ ลักษณ์วัฒนธรรมญี่ปุ่นด้านอาหารผ่านภาพยนตร์การ์ตูน. วารสาร การสื่อสารและสื่อบูรณาการ, 11(1), 213-243. พ.ศ.2564 1. Banterng, T. (2021). Creating country image through public diplomacy: The case of foreign media in Thailand. Journal of Legal, Ethical and Regulatory Issues, 24(S5), 1-11. (Scopus Q2). นำเสนอผลงานวิจัย/บทความวิชาการ พ.ศ.2565 1. Banterng, T. (2021). Creating country image through

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 61 ชื่อ-นามสกุล ตำแหน่งทาง วิชาการ วุฒิการศึกษา สูงสุด ผลงานวิจัยและผลงานวิชาการในรอบ 5 ปี ที่ผ่านมา public diplomacy: The case of foreign media in Thailand. Journal of Legal, Ethical and Regulatory Issues, 24(S5), 1-11. (Scopus Q2). 2. ธีรติร์ บรรเทิง., ฐิยากร แสวงพรรค. (2565).การเล่าเรื่อง ผ่านสัญญะทางสังคมในซีรี่ส์เรื่อง Squid Game. รายงานสืบ เนื่องจากงานประชุมวิชาการด้านการสื่อสารระดับชาติครั้งที่ 6 ประจําปี 2565 ภายใต้ความร่วมมือจาก 3 สถาบัน วันที่ 18 กรกฎาคม 2565.: 245-259.กรุงเทพฯ: สถาบันบัณฑิตพัฒนบริหารศาสตร์. 3. ธีรติร์ บรรเทิง., สิรวิชญ์ นุชธิสาร. (2565). พฤติกรรมการเปิดรับ สื่อและการสื่อสารการตลาดการดูดวงออนไลน์ กรณีศึกษา ผู้บริโภคกลุ่มเจเนอเรชันแซด. รายงานสืบเนื่องจากงานประชุม วิชาการด้านการสื่อสารระดับชาติครั้งที่ 6 ประจําปี 2565 ภายใต้ความ ร่วมมือจาก 3 สถาบัน วันที่ 18 กรกฎาคม 2565.: 1413-1426. กรุงเทพฯ: สถาบันบัณฑิตพัฒนบริหารศาสตร์. 4. ธีรติร์ บรรเทิง., ไพรผกา นิลสลับ. (2565).การศึกษาการสื่อสาร การตลาดและพฤติกรรมการตัดสินใจซื้อสินค้าทาง พาณิชย์ อิเล็กทรอนิกส์ (E-Commerce) กรณีศึกษาช๊อปปี้ (Shopee) และลาซาด้า (Lazada) ในช่วงก่อนและระหว่างสถานการณ์โค วิด-19. รายงานสืบเนื่องจากงานประชุมวิชาการด้านการสื่อสาร ระดับชาติครั้งที่ 6 ประจําปี 2565 ภายใต้ความร่วมมือจาก 3 สถาบัน วันที่ 18 กรกฎาคม 2565.: 1427-1444. กรุงเทพฯ: สถาบันบัณฑิตพัฒ นบริหารศาสตร์. 5. ธีรติร์ บรรเทิง., ณัฐนิชา สิทธิหนิ้ว. (2565). รูปแบบการนำเสนอ กลยุทธ์การสื่อสาร และพฤติกรรมผู้บริโภคที่มีผลต่อการ ตัดสินใจ ซื้อสินค้าทาง Facebook LIVE กรณีศึกษาเพจ พิมรี่พายขายทุก อย่าง และ เพจฮาซัน อาหารทะเลตากแห้ง จ.สตูล. รายงานสืบ เนื่องจากงานประชุมวิชาการด้านการสื่อสารระดับชาติครั้งที่ 6 ประจําปี 2565 ภายใต้ความร่วมมือจาก 3 สถาบัน วันที่ 18 กรกฎาคม 2565.: 1445-1459.กรุงเทพฯ: สถาบันบัณฑิตพัฒนบริหารศาสตร์. 6. ธีรติร์ บรรเทิง., นภัสนันท์ เอนกสุรพจน์. (2565). ์ปัจจัยส่งผลต่อ การตัดสินใจซื้อสินค้าพลาสติกรีไซเคิล เพื่อเศรษฐกิจหมุนเวียน กรณีศึกษาโครงการ PTT GC Upcycling Upstyling. รายงานสืบ เนื่องจากงานประชุมวิชาการด้านการสื่อสารระดับชาติครั้งที่ 6 ประจําปี 2565 ภายใต้ความร่วมมือจาก 3 สถาบัน วันที่ 18 กรกฎาคม 2565.: 1232-1246.กรุงเทพฯ: สถาบันบัณฑิตพัฒนบริหารศาสตร์. 7. ธีรติร์ บรรเทิง., เมธาพร บรรยง. (2565).การสื่อสารภาพลักษณ์ ของร้านมัลติแบรนด์งานศิลปะและพฤติกรรมการบริโภค เชิงสัญญะ ของกลุ่มวัยรุ่นเจเนอเรชั่นแซด : กรณีศึกษาร้าน Daddy and the Muscle Academy กับ I Found Something Good. รายงานสืบเนื่องจากงานประชุมวิชาการด้านการ สื่อสารระดับชาติครั้งที่ 6 ประจําปี 2565 ภายใต้ความร่วมมือจาก 3 สถาบัน วันที่ 18 กรกฎาคม 2565.: 789-802.กรุงเทพฯ: สถาบัน บัณฑิตพัฒนบริหารศาสตร์. พ.ศ.2564 1. Banterng, T. (2021). Creating country image through public diplomacy: the case of foreign media in Thailand (Paper presented at the IPSA's Virtual 26th World Congress of Political Science, Lisbon, Portugal, July 10-15, 2021). 2. Banterng, T. (2021). Cultural Tourism and Communication for Poverty Alleviation: The Case of Thailand’s Tourist Attractions along the Mekong River (Paper presented at the 6th International Conference on Communication and Management, Athens, Greece,

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 62 ชื่อ-นามสกุล ตำแหน่งทาง วิชาการ วุฒิการศึกษา สูงสุด ผลงานวิจัยและผลงานวิชาการในรอบ 5 ปี ที่ผ่านมา August 1-5, 2021). พ.ศ.2561 1. Banterng T. (2018). China’s education diplomacy: an examination of collaborative public diplomacy through Confucius Institutes in Thailand. (Paper presented at the IAMCR 2018 conference. June 20-24, 2018. in Eugene, Oregon, USA. ตำรา/หนังสือ -

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 63 1.7 ภาคผนวก ข การตีพิมพ์เผยแพร่ผลงานของผู้สำเร็จการศึกษา หลักสูตรศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปีการศึกษา 2565

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 64 เกณฑ์ที่ 8 การตีพิมพ์เผยแพร่ผลงานของผู้สำเร็จการศึกษา - ยังไม่มีผู้สำเร็จการศึกษา - ลำดับ ที่ รหัส นักศึกษา นักศึกษา* /ผู้สำเร็จการศึกษา ชื่อผลงาน แหล่งเผยแพร่/ตีพิมพ์ ค่าน้ำหนัก 0.10 - จำนวนบทความฉบับสมบูรณ์ที่ตีพิมพ์ในลักษณะใดลักษณะหนึ่ง ค่าน้ำหนัก 0.20 - จำนวนบทความฉบับสมบูรณ์ที่ตีพิมพ์ในรายงานสืบเนื่องจากการประชุมวิชาการระดับชาติ ค่าน้ำหนัก 0.40 - จำนวนบทความฉบับสมบูรณ์ที่ตีพิมพ์ในรายงานสืบเนื่องจากการประชุมวิชาการระดับนานาชาติ - จำนวนบทความฉบับสมบูรณ์ที่ตีพิมพ์ในวารสารทางวิชาการระดับชาติที่ไม่อยู่ในฐานข้อมูล ตามประกาศ ก.พ.อ. หรือระเบียบคณะกรรมการการอุดมศึกษาว่าด้วยหลักเกณฑ์การพิจารณาวารสารทางวิชาการสำหรับการเผยแพร่ ผลงานทางวิชาการ พ.ศ. 2556 แต่สถาบันนำเสนอสภาสถาบันอนุมัติและจัดทำเป็นประกาศให้ทราบเป็นการทั่วไป และแจ้งให้ ก.พ.อ./กกอ. ทราบภายใน 30 วันนับแต่วันที่ออกประกาศ - จำนวนผลงานที่ได้รับการจดอนุสิทธิบัตร ค่าน้ำหนัก 0.60 - จำนวนบทความฉบับสมบูรณ์ที่ตีพิมพ์ในวารสารวิชาการที่ปรากฏในฐานข้อมูล TCI กลุ่มที่ 2 ค่าน้ำหนัก 0.80 - จำนวนบทความฉบับสมบูรณ์ที่ตีพิมพ์ในวารสารวิชาการระดับนานาชาติที่ไม่อยู่ในฐานข้อมูล ตามประกาศ ก.พ.อ. หรือระเบียบคณะกรรมการการอุดมศึกษา ว่าด้วย หลักเกณฑ์การพิจารณาวารสารทางวิชาการสำหรับการเผยแพร่ ผลงานทางวิชาการ พ.ศ. 2556 แต่สถาบันนำเสนอสภาสถาบันอนุมัติและจัดทำเป็นประกาศให้ทราบเป็นการทั่วไป และแจ้งให้ ก.พ.อ./กกอ. ทราบภายใน 30 วันนับแต่วันที่ออกประกาศ (ซึ่งไม่อยู่ใน Beall’s list) - จำนวนบทความฉบับสมบูรณ์ที่ตีพิมพ์ในวารสารวิชาการที่ปรากฏในฐานข้อมูล TCI กลุ่มที่ 1 ค่าน้ำหนัก 1.00

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 65 ลำดับ ที่ รหัส นักศึกษา นักศึกษา* /ผู้สำเร็จการศึกษา ชื่อผลงาน แหล่งเผยแพร่/ตีพิมพ์ - จำนวนบทความฉบับสมบูรณ์ที่ตีพิมพ์ในวารสารวิชาการระดับนานาชาติที่ปรากฏในฐานข้อมูลระดับนานาชาติ ตามประกาศ ก.พ.อ. หรือระเบียบคณะกรรมการการอุดมศึกษา ว่าด้วย หลักเกณฑ์การพิจารณาวารสารทางวิชาการ สำหรับการเผยแพร่ผลงานทางวิชาการ พ.ศ. 2556 - จำนวนผลงานที่ได้รับการจดสิทธิบัตร หมาเยหตุ จำนวนบทความที่นับในแต่ละค่าน้ำหนัก จะต้องไม่นับซ้ำกับค่าน้ำหนักอื่น ๆ

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 66 บทที่ 2 รายงานตามเกณฑ์ AUN-QA

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 68 2.2 คำอธิบายตัวย่อ List of Abbreviations AEC ASEAN Economic Community AUN ASEAN University Network CDC Curriculum Development Committee CLOs Course Learning Outcomes DLO Domain Learning Outcomes ELOs Expected Learning Outcomes e-Reserv e-Reservation System FGS Faculty of Graduate Studies FTE Full-Time Equivalent Gbps Gigabit per second GPA Grade Point Average GSCM Graduate School of Communication Arts and Management Innovation HRMD Human Resource Management Division HRIS Human Resource Information System HRD Human Resource Development IS Independent Study ISI ISI Web of Science by Thompson Reuters IT Information Technology LAN Local Area Network MCQ Multiple-Choice Question MOU Memorandum of Understanding M.A. Master of Arts Program in Communication Arts and Innovation NIDA National Institute of Development Administration OBE Outcome-Based Education PA Performance Agreement PE Performance Evaluation Ph.D. Doctor of Philosophy degree QAIS Quality Assurance Information System QA Quality Assurance SAR Self-Assessment Report TCI Thai-Journal Citation Index Centre TLA Teaching and Learning Approaches TOEIC Test of English for International Communication TQF Thailand Qualification Framework for Higher Education TQF 1 TQF 1: Thailand Qualification Framework TQF 2 TQF 2: Program Specification TQF 3 TQF 3: Course Specification TQF 4 TQF 4: Filed Experience Specification TQF 5 TQF 5: Course Report TQF 6 TQF 6: Field Experience Report TQF 7 TQF 7: Program Report TRF Thailand Research Fund Wi-Fi Local area wireless computer networking technology WISDOM NIDA Core Value, W-World Class, I-Innovation, S-Social Responsibility, D-Discipline, O-Open-mindedness, and M-Morality

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 69 2.3 บทนำ ด้วยความเจริญก้าวหน้าทางเทคโนโลยี และการสร้างนวัตกรรมใหม่ๆ ในการสร้างมูลค่าจากการนำ ความรู้และเทคโนโลยีไปใช้เป็นต้นทุนสำคัญในปัจจุบัน ที่นำไปสู่การเกิดทรัพย์สินทางปัญญาและเทคโนโลยีใน รูปแบบต่างๆนั้น ได้มีบทบาทสำคัญยิ่งต่อการบริหารพัฒนาประเทศ โดยเฉพาะอย่างยิ่งเทคโนโลยีและ นวัตกรรมใหม่ๆ ที่จะต้องมีการศึกษาวิจัย เพื่อสร้างองค์ความรู้ใหม่ๆ รวมทั้งผลิตบุคลากรที่มีคุณธรรม ความรู้ ความสามารถในด้านนี้ เพื่อเป็นกำลังสำคัญในการสร้างขีดความสามารถในการแข่งขันของประเทศ สถาบันยังได้นำศักยภาพในด้านการบริหารของสถาบันมาบูรณาการกับองค์ความรู้ที่เกี่ยวข้องศาสตร์ การสื่อสารเพื่อให้เกิดนวัตกรรมการจัดการใหม่ๆ สถาบันได้ปรับแผนระยะยาว 15 ปี พ.ศ. 2551 – 2565 โดย เพิ่มโครงการจัดตั้งคณะนิเทศศาสตร์และนัวตกรรมการจัดการ (School of Communication Arts and Management Innovation) ในกลยุทธ์ที่ 6.3 พัฒนาสาขาวิชา/หลักสูตรใหม่ที่สามารถตอบสนองความ ต้องการของสังคมที่มีการเปลี่ยนแปลงอยู่ตลอดเวลา ภายใต้แรงกดดันจากปัจจัยแวดล้อมต่างๆ ดังนั้น เพื่อให้ การดำเนินการตามกลยุท์ดังกล่าวบรรลุสัมฤทธิผล จึงสมควรให้มีการจัดตั้งคณะนิเทศศาสตร์และนวัตกรรม การจัดการ เพื่อเป็นหน่วยงานที่ทำหน้าที่วิจัย พัฒนาองค์ความรู้ และการจัดการหลักสูตรนิเทศศาสตร์ หลักสูตรที่เป็นนวัตกรรมการจัดการ เพื่อให้ศาสตร์แห่งการบริหารการพัฒนามีความทันสมัย ครบถ้วน คณะนิเทศศาสตร์และนวัตกรรมการจัดการ จัดตั้งขึ้นเมื่อวันที่ 23 พฤษภาคม 2555 ตามมติสภา สถาบันบัณฑิตพัฒนบริหารศาสตร์ วัตถุประสงค์ในการจัดตั้งคณะนิเทศศาสตร์และนวัตกรรมการจัดการ ดังนี้ 1. เพื่อเป็นผู้นำในการพัฒนา บริหารการสื่อสาร และนวัตกรรมการสื่อสาร 2. เพื่อผลิตมหาบัณฑิต และดุษฎีบัณฑิตสาขาวิชานิเทศศาสตร์และนวัตกรรม ที่มีความรู้ มี คุณธรรม จริยธรรม มีจิตสำนึกและความรับผิดชอบต่อสังคม 3. เพื่อศึกษาค้นคว้าวิจัย พัฒนาองค์ความรู้ ด้านนิเทศศาสตร์และนวัตกรรมการจัดการ เพื่อ ประโยชน์ต่อการพัฒนาประเทศและสังคมโลก 4. เพื่อดำเนินกิจกรรมทางวิชาการ และการให้บริการทางวิชาการในด้านการประชุมสัมมนา การฝึกอบรม การให้คำปรึกษา เผยแพร่สื่อวิชาการ และความร่วมมือทางวิชาการใน ระดับชาติและสากล 5. เพื่อสนับสนุนความร่วมมือ การสร้างเครือข่ายและการแลกเปลี่ยนนักวิชาการ และนักศึกษา กับสถาบันการศึกษาทั้งในและต่างประเทศ คณะนิเทศศาสตร์และนวัตกรรมการจัดการ จัดการศึกษาทั้งในระดับปริญญาโทและปริญญาเอก โดย ในปีการศึกษา 2562 มีจำนวนหลักสูตรที่เปิดสอนทั้งหมด 2 หลักสูตร จำแนกเป็นหลักสูตรระดับปริญญาโท 1 หลักสูตร และระดับปริญญาเอก 1 หลักสูตร ดังนี้ ระดับปริญญาโท จำนวน 2 หลักสูตร 1. หลักสูตรศิลปศาสตรมหาบัณฑิต สาขาวิชานิเทศศาสตร์และนวัตกรรม (หลักสูตรปรับปรุง พ.ศ. 2564) Master of Arts Program in Communication and Innovation ซึ่งประกอบด้วย 4 กลุ่มวิชาเอก ดังนี้ ➢ นวัตกรรมการสื่อสารการตลาดและดิจิทัล Innovative Marketing and Digital Communication (i-Digital Marketing) ➢ นวัตกรรมการสื่อสารดิจิทัลเพื่ออุตสาหกรรมสร้างสรรค์ Innovative Digital Communication for Creative Industries (i-Creative)

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 70 ➢ นวัตกรรมการสื่อสารผ่านสื่อสังคม Innovative Social Media Communication (i-Social Media) ➢ นวัตกรรมการสื่อสารเพื่อสุขภาพและการขับเคลื่อนสังคมอย่างยั่งยืน Innovative Communication for Health and Sustainable Social Mobilization (i - Health Communication and Sustainability) 2. หลักสูตรศิลปศาสตรมหาบัณฑิต การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล (หลักสูตร พ.ศ. 2564) Master of Arts (Communication Management with Data Analytics) ระดับปริญญาเอก จำนวน 1 หลักสูตร ❖ หลักสูตรปรัชญาดุษฎีบัณฑิต สาขาวิชานิเทศศาสตร์และนวัตกรรม (หลักสูตรปรับปรุง พ.ศ.2558) Doctor of Philosophy Program in Communication Arts and Innovation สถานที่ตั้งคณะในปัจจุบัน อยู่ที่ชั้น 8 อาคารมาลัย หุวะนันทน์ สถาบันบัณฑิตพัฒนบริหารศาสตร์ เลขที่ 148 หมู่ 3 ถนนเสรีไทย แขวงคลองจั่น เขตบางกะปิ กรุงเทพมหานคร 10240

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 71 2.4 Checklist for the Submission of Self-Assessment Report (SAR) Name of Study Programme: Master of Arts (Communication Management with Data Analytics) S/N Items to be verified by AUN-QA Secretariat and University being assessed Yes No Remarks 1 SAR is submitted to AUN-QA Secretariat and assessors 1.5 - 2 months before the site visit ✓ 2 SAR is written in English and local terminologies in the SAR are consistently translated into English ✓ 3 SAR is typed in 12-point font size consistently throughout the SAR ✓ 4 SAR is 50 pages, excluding appendices, and page number is printed on each page ✓ 5 SAR is structured into 4 parts: Part 1 - Introduction, Part 2 - AUN-QA Criteria, Part 3 - Strengths and Weaknesses Analysis Part 4 - Appendices ✓ 6 Appendices are enclosed/available online ✓ 7 Access rights and passwords are given to AUN Secretariat and assessors for online access ✓ 8 Part 2 of the SAR is written according to the AUNQA criteria checklist as listed in “Appendix A – Checklist for AUN-QA Assessment at Programme Level” ✓ 9 The following information and documents are translated into English if they are in local language: ✓ a Expected learning outcomes ✓ b Brief outline of all courses in the programme ✓ c Programme specification ✓ d Samples of course specification ✓ e Educational philosophy ✓ f Sample of examination papers ✓ g Sample of marking guides ✓ h Sample of rubrics especially for internship, project and thesis writing i Sample of academic and support staff appraisal forms j Sample of student evaluation k 1-page brief of each survey, tracer study report or minutes of meeting l Executive summary of academic and support manpower plan m Executive summary of training and development plan for academic and support staff

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 72 2.5 AUN-QA Criteria Requirements AUN 1 Expected Learning Outcomes 1.1 The programme to show that the expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders. National Institute of Development Administration (NIDA) expresses its vision as an International Institute for Societal Wisdom and Cultivation of Leaders for Sustainable Development which transpires onto three expected outcomes (V1-V3). Following the NIDA’s vision, Graduate School of Communication Arts and Management Innovation (GSCM) formulate its vision in 2018-2022 as a graduate school that “creates communication arts wisdom to become a world-class educational institution” and transforming into “creating Innovative communication knowledge towards sustainable development in the international level” (see table 1.1-1). Table 1.1-1 Alignment between Vision-Mission of NIDA and GSCM. NIDA the five-year strategic development plan (2023 – 2027) GSCM (2023-2027) GSCM (2018-2022) Vision V1. Wisdom for Sustainable Development V2. Leaders for Future Changes V3. Contributions for Community and Society. Vision V1. Creating Innovative communication knowledge towards sustainable development in the international level Vision V1. Creating communication arts wisdom to become a world-class educational institution. NIDA’s Mission M1. Cultivate leaders with wisdom and integrity for national development. M2. Create knowledge and research in development administration. M3. Provide valuable academic services for national development. M4. Promote value and mindset for national development on the strong foundation of Thailand’s art and culture. M5. Promote good governance focusing on development and citizen participation. M6. Contribute to society for sustainable development. Mission M1. To create knowledgeable graduates with expertise, good moral and conscience, global awareness, and social responsibility. M2. To create the body of knowledge through research and studies in the fields of communication, management innovation, and related areas. M3. To provide academic services for the benefits of Thailand and the world. M4. To reinforce the knowledge and skills of the 21st Century Mission M1. To create knowledge and research studies in communication and related fields. M2. To produce competent, moral, conscientious, and socially responsible graduates. M3. To provide academic services for the benefits of Thailand and the world. Sources: https://nida.ac.th/en/about-nida/resolution/ The Expected Learning Outcomes (ELOs) of the MA Program 2021 (Communication Management with Data Analytics) were developed in alignment with the visions of NIDA and GSCM. Moreover, the program ELOs were developed considering the different levels of educational learning outcomes in Bloom’s Taxonomy and the alignment with five domains of learning in TQF, as seen in table 1.1-2

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 73 Table 1.1.2 : Alignment between Vision-Mission of NIDA and GSCM, and Expected Learning Outcomes of MA Program 2021 (Communication Management with Data Analytics) ELOs Levels in Bloom’s Taxonomy TQF NIDA GSCM Visions Missions Visions Missions ELO 1 Apply information communication technology concepts and theories to professional communication and technological practices in digital environments Understand Apply TQF 2 Knowledge V1 M1 V1 M2 M4 ELO 2 Formulate research in the areas of big data analytic and information communication technology contributing to the new body of knowledge Analyze and evaluate Create TQF 2 Knowledge V1 M1 M2 V1 M2 M4 ELO 3 Read, analyze, and manage big data sets for optimizing marketing communication strategies. Analyze and evaluate TQF 2 Knowledge V1 V2 M2 M4 V1 M2 M4 ELO 4 Manage data visualization tools for developing engage content, gaining consumer insight and boosting marketing ROI. Analyze and evaluate Create TQF 2 Knowledge V1 V2 M2 M4 V1 M2 M4 ELO 5 Develop social digital network for communication and management Analyze and evaluate Create TQF 5 Numerical analysis, communicatio n, and information technology skills V1 V2 M4 V1 M2 M4 ELO 6 Apply critical and analytical thinking skills for developing innovative product and services and resolves clients’ problems. Apply TQF 3 Intellectual skills V2 V3 M1 M4 V1 M2 M3 M4 ELO 7 Develops intellectual curiosity to keep up with digital technology and marketing communication trends Understand Apply TQF 3 Intellectual skills V2 M4 V1 M2 M4 ELO 8 Demonstrate positive attitude, business ethic and endurance acquired for work in professional communication environment. Apply TQF 1 Ethics and moral V2 V3 M4 V1 M1 ELO 9 Apply communication, coordination, and negotiation skills for developing effective working relationship with clients Understand Apply TQF 4 Interpersonal skills and responsibilitie s V2 V3 M1 V1 M1 Last updated:

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 74 The Expected Learning Outcomes (ELOs) of the MA Program 2021 (Communication Management with Data Analytics) have been communicated to all related stakeholders through various channels (see table 1.1-3) Table 1.1-3 : Communication channels to inform all related stakeholders to about the MA program (Communication Management with Data Analytics)’s Expected Learning Outcomes Communication channels Stakeholders Current students Employers Academic staff Prospect students website Yes Yes Yes Yes Facebook Yes Yes Yes Yes Facebook group Yes - Yes - Brochure Yes Yes Yes Yes Line Yes - Yes Yes MS Team Yes - Yes - Course Syllabus Yes - Yes - Last updated: 1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programme. The Expected Learning Outcomes (ELOs) of the MA Program 2021 (Communication Management with Data Analytics) have been identified and specified as the expected learning outcomes for each course in the curriculum. Each course has main and Subsidiary responsibilities to achieve different learning outcomes to ensure that students have acquired all the expected learning outcomes when they have completed the course credits, as planned. Table 1.2 - 1 shows the mapping between Expected Learning Outcomes (ELOs) and Course Expected Learning Outcomes (CLOs) Coures Expected Learning Outcomes : ELOs 1 2 3 4 5 6 7 8 9 Foundation Course ND 4000 Foundation for Graduate Studies LC 4001 Reading Skills Development in English for Graduate Studies LC 4002 Integrated English Language Skills Development LC 4011 Remedial Reading Skills Development in English for Graduate Studies LC 4012 Remedial Integrated English Language Skills Development CM 4000 Communication Ethics and Laws in Digital Era Core Courses CA 6001 Principles of Digital Transformation and Communication Management CA 6002 Design Thinking for Communication Management CA 6003 Data-Driven Communication Research CA 6004 Data Driven Digital Storytelling and Visualization Major courses

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 75 Coures Expected Learning Outcomes : ELOs 1 2 3 4 5 6 7 8 9 CA 7001 Artificial Intelligence and Digital Marketing CA 7002 Strategic Digital Media Management and Networking CA 7003 Data Driven for Consumer Behavior CA 7004 Data Analytics in Digital Media for Communication Management Elective Courses CA 7100 Seminar in Contemporary Issues CA 7101 User Interface Design CA 7102 Digital Communication Internship CA 7103 Digital Communication and Social Media Strategy Project IS CA 9000 Independent Study Dissertation CA 9004 Thesis Main responsibility, Subsidiary responsibility Last updated: 1.3 The programme to show that the expected learning outcomesa consist of both generic outcomes (related to written and oral communication, problem solving, information technology, teambuilding skills, etc) and subject specific outcomes (related to knowledge and skills of the study discipline The ELOs of our program address both subject-specific skills and generic or transferable skills, as shown in table 1.3.1. The subject-specific skills are the communication and innovation related abilities and knowledge possed by graduated students of MA program in Communication Management with Data Analytics. The generic skills are the general knowledge and ability possessed by all graduated students of Master degree programs provided by the institution. Table 1.3-1: Subject-Specific and Generic Learning Outcomes Theme ELOs Generic Specific ELO 1 Apply information communication technology concepts and theories to professional communication and technological practices in digital environments X ELO 2 Formulate research in the areas of big data analytic and information communication technology contributing to the new body of knowledge X ELO 3 Read, analyze, and manage big data sets for optimizing marketing communication strategies. X ELO 4 Manage data visualization tools for developing engage content, gaining consumer insight and boosting marketing ROI. X ELO 5 Develop social digital network for communication and management X ELO 6 Apply critical and analytical thinking skills for developing innovative product and services and resolves clients problems. X ELO 7 Develops intellectual curiosity to keep up with digital technology and marketing communication trends X ELO 8 Demonstrate positive attitude, business ethic and endurance acquired for work in professional communication environment. X

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 76 Theme ELOs Generic Specific ELO 9 Apply communication, coordination and negotiation skills for developing effective working relationship with clients X Last updated: 1.4 The programme to show that the requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes. The 2021 ELOs and the program specification were formulated based on stakeholders’ needs. The 2021 program specification was officially implemented in semester 2 of academic year 2021 (January 2022). Different activites are used in the exploration of each stakeholder’s requirement. 1. Document analysis: The program's Expected Learning Outcomes (ELOs) were designed in alignment with important policy documents, taking into consideration the government's needs and requirements. First, the 20-year national strategy (2018-2037) on competitiveness enhancement was considered. The strategy aims to develop modern, entrepreneur-based economy by developing entrepreneurs with the ability to create and employ technology and innovation and the potential and skills in utilizing innovation and information technology that support the use of information technology and platforms in generating marketing demand. Especially, the utilization of Big Data for business model planning, as well as conducting research from large-scale data to efficiently manage costs and operations in the future. Along with the national strategy, the National Economic and Social Development Plans (2017-2021) were considered in specifying the program ELOs. 2. Focus group discussion : Opinions and comments from professionals in the field related to communication and data were collected by focus group discussions to gain insights and perspectives in curriculum design. Following the official implementation of the curriculum, additional focus group sessions were conducted from February to March 2023 with various groups including current students, potential students, professionals, and academic staff, to gather their feedback and perspective on the curriculum. 3. Feedbacks from current students were gathered through satisfaction surveys conducted by the institution. 4. Monthly meetings were held by the program’s committe to assess the needs related to the ELOs and instructional improvements. Table 1.4-1 shows the linkages of activities that communicate to stakeholders. Activities Channels Stakeholders Current students Employers/ professionals Academic staff potential students Government 1. Document research yes 2. focus group discussion Onsite & online meeting yes yes Yes Yes 3. survey by NIDA Yes 4. the program’s committee meetings Yes Last updated:

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 77 1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduateb No data is available as the program has not yet produced any graduates. AUN 2. Programme Structure and Content 2.1 The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all stakeholders. Office of Higher Education Commission (OHEC), the Ministry of Education (MOE) oversees implementing Thailand Qualification Framework (TQF) to assure educational standard and awards the higher education qualification for university in Thailand. By following the TQF, our program specification and course specification are demonstrated in form of TQF documents in Thai language. The English version of the program specification is shown in [Appendix GSCM 1.1(1)-1 program specification] and briefly explained in Table 2.1-1, along with the course specification that shown in Appendix GSCM 1.1(1)-1 program specification], under the title of TQF3. The TQF2 specification contains the program description, accreditation status, learning outcomes, curriculum mapping, admission requirements, the curriculum, course sequencing, course descriptions, and program policies. TQF2 specification is useful and available for all stakeholders including current students, prospective students, accreditors, and employees. For easy carrying, GSCM’s small booklet with basic information about the program description, course description, course sequencing and grading policy are given to the freshmen, potential and current students. Table 2.1-1 Brief of Program Specifications Topics Information Name of institution National Institute of Development Administration (NIDA) School Graduate School of Communication and Innovation Management (GSCM) Accreditation by a professional Body Ministry of Higher Education, Science, Research and Innovation (MHESRI) Campus Bangkok: NIDA main Campus Program title Master of Arts Program in Communication Management with Data Analytics Degree awarded Master of Arts (Communication Management with Data Analytics) Benchmarked Institution Master of Arts (Digital Communication Arts), Kasetsart University Master of Digital and Social Media, Curtin University Program philosophy Appliing big data in communication management. ELOs Refer to Table 1.1-2 Study tracks Plan 1 (Thesis) 36 credits Plan 2 (IS) 36 Credits Refer to Table 2.1-2 Program Structure There are 2 options of study time: Office hour section (Study in the official hours) and Non-office hour section (including Non office hour and weekend times) Admission criteria personal qualities, attitudes, abilities, readiness, and suitability for the program including self-confidence, language proficiency, verbal and non-verbal communication skills, opinions on the practical application of communication in work or management, ability to convey ideas, problem-solving skills, and the ability to analyze communication-related issues and important events in society and communication innovation Last updated:

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 78 Table 2.1-2 Program Structure Subject Groups Plan 1 (Thesis) Plan 2 (IS) Foundation courses non-credits non-credits Core courses 12 credits 12 credits Major courses 12 credits 12 credits Elective courses - 9 credits Independent Study - 3 credits Thesis 12 credits - Qualifying examination - Written examination Total 36 credits 36 credits Last updated: Each course offered in this program directly supports ELOs. Course specification is available in the program specification, as well as in the course syllabus. Every course is regularly reviewed and modified by academic staff after it has been taught as coincided with TQF 5 and 7. The input for course review and revision are students’ evaluation results, and teaching staff meeting to ensure that they are up-to-date and comprehensive. The program details are available to all interested parties at the GSCM’s website, (Source: http://gscmnida.ac.th). Moreover, the program communicates to the stakeholders via Facebook page, (Source: https://www.facebook.comNitade/Nida/). Also, two-way communication is provided. Program director and program coordinator communicate and respond to the students’ requests via e-mail, phone call, Facebook message, and face to face conversation. (Email: [email protected] and Phone: 669-0678-4690) 2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes. The program has been designed based on constructive alignment with expected learning outcomes. The courseworks are divided into five groups. First, foundation courses prepare students with general skills such as English language skills for graduate studies, communication ethics and laws. (ELO 1,2,7,8) Second, core courses are designed to strengthen students’ understanding and knowledge toward digital transformation and communication management, data-driven communication research, design thinking for communication management, and data-driven storytelling and visualization. (ELO 1, 2,4,5,6,7) Third, major courses which help students establish specific intellectual and professional capacity for working in communication and data related industries such as data-driven for consumer behavior, AI and digital marketing, strategic digital media management, and data analytiec in digital media. (ELO 1, 2, 3, 4, 5, 6, 7 and 9) Fourth, elective courses are those that plan B students are expected to complete to expand their professional horizons. (ELO 1, 4, 5, 6, 7, 8 and 9) Lastly, students are required to conduct thesis or independent study and qualify examination to complete the degree. (ELO 6) These could help establish students’ knowledge, skills, ethical consideration, and professional characteristics for work in communication and data related industry.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 79 Table 2.2-1 shows the linkages between Expected Learning Outcomes (ELOs) and the Curriculum. ELOs Course Types Course Codes* ELO 1 Apply information communication technology concepts and theories to professional communication and technological practices in digital environments Foundation course LA 4001 LA 4002 LA 4011 LA 4012 Core course CA 6001 CA 6002 CA 6004 Major course CA 7002 Elective course CA 7100 ELO 2 Formulate research in the areas of big data analytic and information communication technology contributing to the new body of knowledge Foundation course LA 4001 LA 4002 LA 4011 LA 4012 Core course CA 6003 Major course CA 7001 CA 7003 CA 7004 ELO 3 Read, analyze, and manage big data sets for optimizing marketing communication strategies. Major course CA 7001 CA 7002 CA 7004 Elective course CA 7102 CA 7103 ELO 4 Manage data visualization tools for developing engage content, gaining consumer insight and boosting marketing ROI. Core course CA 6002 Major course CA 7001 CA 7004 Elective course CA 7102 CA 7103 ELO 5 Develop social digital network for communication and management Core course CA 6001 Major course CA 7004 Elective course CA 7101 CA 7102 CA 7103 ELO 6 Apply critical and analytical thinking skills for developing innovative product and services and resolves clients problems. Core course CA 6002 CA 6003 CA 6004 Major course CA 7003 Elective course CA 7101 CA 7102 CA 7103 Independent Study CA 9000 Thesis CA 9004 ELO 7 Develops intellectual curiosity to keep up with digital technology and marketing communication trends Foundation course LA 4001 LA 4002 LA 4011 LA 4012 Core course CA 6001

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 80 ELOs Course Types Course Codes* Major course CA 7003 Elective course CA 7101 CA 7102 CA 7103 ELO 8 Demonstrate positive attitude, business ethic and endurance acquired for work in professional communication environment. Foundation course CM 4000 Elective course CA 7102 CA 7103 ELO 9 Apply communication, coordination and negotiation skills for developing effective working relationship with clients Major course CA 7002 Elective course CA 7101 CA 7102 CA 7103 *only main responsibility Last updated: 2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders. Stakeholders’ needs and feedback serve as input to curriculum design and development. NIDA regularly conducts satisfaction surveys with three groups of stakeholders, namely current students, alumni, and employers. With current students, the institution undertakes surveys every year. Then, feedback is provided to each faculty and submitted to vice president for setting up an appropriate policy in the next financial year. The survey includes students’ satisfaction toward facilities, curriculum, teaching and learning issues. NIDA conducts satisfaction survey regularly among current students, as well as alumni and graduate students every year on graduation day. This survey obtains information on the satisfaction toward teaching and curriculum quality and support facilities. This information is useful for enhancing the quality of curriculum and teaching and learning quality and modifying the curriculum to respond to the communication trend. (See: https://reg.nida.ac.th/registrar/home.asp) The program also conducted focus group discussion among current students, prospect students and employer/professional in related areas to prepare for the next round of curriculum development. 2.4 The contribution made by each courses in achieving the expected learning outcomes is shown to be clear. Each course of the 2 0 21 curriculum contributes partially and fully to achievement of the five domains of learning (DLO) formulated by Thailand of Qualification Framework which have long been known as expected learning outcome in Thailand. The program has formulated ELOs and crystalized them into ELOs, then cascaded them into each course to ensure that all courses are contributing to ELOs in a proper portion and every ELO is supported. The following table presents courses’ contribution to the program’s ELOs. Academic staff are encouraged to design course learning outcomes and submit them to the curriculum committee to ensure the alignment with the programme learning outcomes.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 81 Table 2.4 Mapping between Courses and Expected Learning Outcomes (ELOs) Coures Expected Learning Outcomes : ELOs 1 2 3 4 5 6 7 8 9 Foundation Course ND 4000 Foundation for Graduate Studies LC 4001 Reading Skills Development in English for Graduate Studies LC 4002 Integrated English Language Skills Development LC 4011 Remedial Reading Skills Development in English for Graduate Studies LC 4012 Remedial Integrated English Language Skills Development CM 4000 Communication Ethics and Laws in Digital Era Core Courses CA 6001 Principles of Digital Transformation and Communication Management CA 6002 Design Thinking for Communication Management CA 6003 Data-Driven Communication Research CA 6004 Data Driven Digital Storytelling and Visualization Major courses CA 7001 Artificial Intelligence and Digital Marketing CA 7002 Strategic Digital Media Management and Networking CA 7003 Data Driven for Consumer Behavior CA 7004 Data Analytics in Digital Media for Communication Management Elective Courses CA 7100 Seminar in Contemporary Issues CA 7101 User Interface Design CA 7102 Digital Communication Internship CA 7103 Digital Communication and Social Media Strategy Project IS CA 9000 Independent Study Dissertation CA 9004 Thesis 2.5 The curriculum to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialised courses), and are integrated. The program has carefully crafted the curriculum structure to contribute to students learning experience. In the first semester, office hour program students are required to enrolled in foundation courses which provide generic skills and help students building up their general skills in communication such as English language. The non- office hour program students are exempt from taking the foundation courses as they have working experiences in national and international environment. To develop solid foundation for communication management and

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 82 data analytics, it is compulsory for students to take 12 credits core courses that offer theory, concepts and research methodology including digital transformation and communication management, data-driven communication research, design thinking for communication management, and data-driven storytelling and visualization. In the second semester, the subsequent 12 credits major courses cover in- depth knowledge in communication management and data analytics. These major courses allow students to acquire the desired characteristics of communication and data analytics professional including as data-driven for consumer behavior, AI and digital marketing, strategic digital media management, and data analytics in digital media. From the third semester onward, students have two options: 12 credits master thesis (Plan A); or 9 elective credits with an independent study and qualify examination (Plan B) . The purpose of the plan 1 is to allow students an opportunity to practice on research projects and develop in-depth knowledge in communication and innovation. In contrast, students who selected plan 2 may use their 9 credits elective courses to develop a specialization in various areas such as user interface design, digital communication internship to learn digital communication and social media strategy from professional workplaces. Independent study and qualify examination help students to fulfill practical experiences in communication management with data analytics. Table 2.5 showing curriculum sequence of the program. Track Semesters 1 (Year 1) Semesters 2 (Year 1) Semesters 3 (Year 1) Semesters 4 (Year 2) Semesters 5 (Year 2) Semesters 6 (Year 2) Total Plan 1 (Thesis) ND 4000 LA 4001 CA 6001 [3] CA 6002 [3] CA 6003 [3] CA 6004 [3] LA 4002 CA 7001 [3] CA 7002 [3] CA 7003 [3] CA 7004 [3] CM 4000 CA 9004 [3] CA 9004 [9] 36 credits Plan 2 (IS) สพ 4000 LA 4001 CA 6001 [3] CA 6002 [3] CA 6003 [3] CA 6004 [3] LA 4002 CA 7001 [3] CA 7002 [3] CA 7003 [3] CA 7004 [3] CM 4000 CA 71xx [3] CA 71xx [3] CA 71xx [3] CA 9000 [3] Qualifying examination 36 credits Last updated: 2.6 The curriculum to have option(s) for students to pursue major and/or minor specialisations. Students can choose to either complete an Independent Study (IS) or a thesis. If they opt for the Independent Study, they have the flexibility to select elective courses from the curriculum or from the Communication and Innovation curriculum offered by the faculty, or other courses available within the institution. 2.7 The programme to show that its curriculum is reviewed periodically following an established procedure and that it remains up-to-date and relevant to industry. The curriculum quality evaluation process includes various methods of obtaining feedback, such as: • Overall curriculum evaluation by final-year students. • Meetings between student representatives and faculty members. • Evaluation by alumni or other stakeholders. • Feedback from graduates or qualified individuals.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 83 • Curriculum seminars involving faculty members, staff, and students. The curriculum review and improvement process involve the following steps: 1. Data from course progress reports are collected and presented to the course instructors. 2. The course instructors summarize the results of the course progress and present them to the dean. 3. Faculty members of the curriculum meet to review the results of the curriculum progress and discuss any necessary improvements. AUN 3. Teaching and Learning Approach; 3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities. Aligning with the NIDA’s objective and vision, the vision of GSCM is “Creating Innovative communication knowledge towards sustainable development in the international level”. This philosophy is also translated into practices by formulating the Master of Arts program in Communication Management with Data Analytics focusing on communication management, innovation, data analytics, creativity and multiple aspects of digital communication and marketing communication. The philosophy of our program is practicebased learning which aims to produce young and innovative communicators who are with expertise and skills in applying ‘3Cs & IDEA’ to drive communication management, marketing communication, and future business model development. Graduates from this program will be able to keep up with changes in the world of today and the future. Faculty staff adopt this philosophy by designing teaching and learning methods in accordance with the GSCM philosophy. For example, the curriculum includes teaching research methodologies driven by current and up-to-date data analysis tools. It emphasizes the importance of data analysis and its application in communication management, consumer behavior analysis, to stay responsive to rapid changes in the current landscape. Furthermore, the teaching and learning activities emphasize both theoretical and practical aspects, enabling students to learn by actively engaging in hands-on practice. This program’s educational philosophy has been articulated to the stakeholders, mainly our students by the program director and academic and support staffs through orientation activities at the beginning of semesters, together with meetings with students and faculty

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 84 members during the semesters. Moreover, the philosophy is communicated through several channels such as GSCM website, GSCM facebook page, the program’s brochure. 3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process. To achieve the program’s objectives, comprehensive ELOs incorporated teaching and learning activities are carefully constructed including various practice-based and project-based activities, as well as class discussion, which enable fully participating from the students as individuals and groups. Moreover, students have participated in generating project ideas in class, while instructors design teaching and learning activities based on students' needs. For instance, they consider students' foundational skills in using data analysis tools and collaboratively inquire about which tools they would like to use. 3.3 The teaching and learning activities are shown to involve active learning by the students. Regarding the curriculum, students can achieve various skills in learning and developing cognitive ability, data analytics, communication, technology, and numeric abilities through various teaching and learning activities. (Table 3.3-1) Table 3.3-1 displays the teaching and learning activities in each course. Course codes Teaching and learning activities Lecture Class discussion Practice/ workshop Case studies Student project & presentation Seminar Study trip Research intern Foundation (only the subject taught by GSCM facutly) CM 4000 X Core CA 6001 X X X X X CA 6002 X X CA 6003 X X CA 6004 X X X X + individual consultation X X Major CA 7001 X X X + researchbased learning CA 7002 X X X X + problembased learning, Reflective thinking CA 7003 X X X X X CA 7004 X X X X Elective CA 7100 X X X CA 7101 X X X

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 85 Course codes Teaching and learning activities Lecture Class discussion Practice/ workshop Case studies Student project & presentation Seminar Study trip Research intern + researchbased learning CA 7102 X +Reflective thinking X CA 7103 X X X Independe nt Study X X CA 9000 X Thesis CA 9004 X 3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices). The 2021 curriculum, with courses in Data Analytics in Digital Media for Communication Management, Principles of Digital Transformation and Communication Management, and Data-Driven Communication Research, promotes the teaching and learning activities that enable learning, learning how to learn and a commitment for life-long learning such as skills in data reception and processing, presenting new ideas, and implementing innovative approaches. 3.5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset. The 2021 curriculum, with teaching and learning activities in the courses in Design Thinking for Communication Management, Data Driven Digital Storytelling and Visualization, Data Driven for Consumer Behavior, Strategic Digital Media Management and Networking, and Artificial Intelligence and Digital Marketing, assists the students to learn new ideas, creative thought, innovation and entrepreneurial mindset in the contemporary world. 3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes. At the beginning of every semester, faculty staff are required to distribute TQF3 (course syllabus) and provide an overview of the course, content, grading scheme, and assignment to the students. About two weeks before the end of the semester, students must evaluate the course and teaching and learning method via an online evaluation system. Faculty staff will receive feedback after submitting student’s grade in the system. Feedback from the students will be used for improving the course content, teaching, and learning strategies in the next subsequent semester. Then, a month before beginning of every semester, faculty staff are required to submit TQF3 (course syllabus) which includes improvement plans. This cycle occurs every semester. AUN 4. Student Assessment 4.1 A variety of assessment methodsf are shown to be used and are shown to be constructively aligned to achieving the expected learning outcomes and the teaching and learning objectives.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 86 Student assessment methods are aligned with program ELOs and course ELOs. In achieving the course ELOs, several assessment methods are adopted. A summary of the assessment methods are presented in table 4.1-1. Table 4.1-1. Linking ELOs with Assessment methods in each subject of the program Coures Expected Learning Outcomes : ELOs Assessment Method 1 2 3 4 5 6 7 8 9 Foundation Course CM 4000 Communication Ethics and Laws in Digital Era Core Courses CA 6001 Principles of Digital Transformation and Communication Management -Observation - Individual and group assignment -Written assignment -Rubric assessment for project presentation and paper CA 6002 Design Thinking for Communication Management -Individual and group assignment -Written assignment -Rubric assessment for project presentation and paper CA 6003 Data-Driven Communication Research -Written exam -Observation -Individual and Group assignment -Rubric assessment for project presentation and paper CA 6004 Data Driven Digital Storytelling and Visualization -Individual and Group assignment -Written assignment Major courses CA 7001 Artificial Intelligence and Digital Marketing -Group assignment -Observation -Rubrics -Written assignment CA 7002 Strategic Digital Media Management and Networking -Rubric assessment for project -Group assignment CA 7003 Data Driven for Consumer Behavior -Written assignment -Rubrics -Group assignment CA 7004 Data Analytics in Digital Media for Communication Management -Individual and Group assignment -Rubrics Elective Courses CA 7100 Seminar in Contemporary Issues -Individual and Group assignment -Rubrics CA 7101 User Interface Design -Individual and Group assignment -Rubrics CA 7102 Digital Communication Internship -Individual report Evaluation by the professional workplaces CA 7103 Digital Communication and Social Media Strategy Project -Individual and Group assignment -Rubrics

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 87 Coures Expected Learning Outcomes : ELOs Assessment Method 1 2 3 4 5 6 7 8 9 IS CA 9000 Independent Study -Research project and paper Dissertation CA 9004 Thesis -Research project and paper In addition, the student assessment in the program covers three main components for GSCM students: entry assessment, student progress and student graduation. Entry assessment To successfully enter the program, students in the office-hour program must pass the interview exam held by faculty staff to assess the students’ performance on general and professional aptitude and foundation of data analytics and communication management. For students in non-office hour programs, they must also pass both the interview and written exam. Coursework and progress A website of educational service division (http://reg.nida.ac.th/registrar/home.asp) helps lecturers to monitor student progresses. Students are required to satisfy the NIDA’s GPA system. To pass the core courses, students must maintain their GPA at the minimum of 3. 0. Each semester, students must maintain their GPA at the minimum of 3.00 (Please see page 106 of student guidebook). All the information above is stated in the student guidebook. Student graduation To fulfill graduation requirement, students enrolled in plan A must complete the foundation courses, core course and major course with the cumulative GPA at the minimum of 3.0 and complete the 12 units of the thesis with a satisfaction result. Students enrolled in plan B have to complete the foundation courses, core course, major course, elective course and independent studies with their cumulative GPA at the minimum of 3. 0 and pass the comprehensive examination. All of the information above is stated in the student guidebook. Table 4.1-1 Student Assessment Aligned to Competencies / Themes of ELOs from Admission to Graduation ELOs Entrance Study Graduation Admission Interview Coursework Comprehensive Exam Independent Study / Thesis Plagiaris m check Oral exam/Thesis Defense Publication ELO 1 X X X ELO 2 X X X X ELO 3 X X ELO 4 X X ELO 5 X X X ELO 6 X X X X ELO 7 X X X X ELO 8 X X X ELO 9 X Last updated: 4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently. All the students were equipped with the appropriate appeal procedure to request faculty staff clarify their assessments within 30 days after announcement of their course performance. Students are required to formally submit the request paper to the office of educational service.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 88 This process was communicated to students by the program director and educational staff, as well as communicated through NIDA’s official announcement letter and student handbook. Figure 4.2-1: Student Academic Appealing Procedure Regulations 4.3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently. Student assessment mechanism of each course is explicitly developed and communicated to students both verbally on the first day of the course, and in the syllabus which are included in the learning package, and they are distributed to the students at prior to the beginning of each course. Timeline, assessment methods, regulation, weight distribution, and grading system are covered in the syllabus. Some courses apply rubrics in the student assessment mechanism. Students are encouraged to share opinions and ask for clarification about the assessments of each course at the first class. 4.4 The assessments methods are shown to include rubrics, marking schemes, timelines, and regulations, and these are shown to ensure validity, reliability, and fairness in assessment. A variety of methods are used to assess student achievements including formative and summative evaluation. Assessment rubrics have been explicitly adopted in some courses of the program. However, grading mechanism is clearly stated and communicated to students in each course. The program has been promoting the use of rubrics for students’ assessment. More use of rubrics is expected. 4.5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses. The course content and objectives of each course are designed to perfectly serve the expected learning outcomes and the content of the programme. Certainly, one course cannot contribute to all the programme’s outcomes. Each of the courses truly sticks to their objectives,

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 89 which were planned for its roles to contribute to the expected learning outcomes, as shown in Table 4.1-1. 4.6 Feedback of student assessment is shown to be provided in a timely manner. Students are encouraged to give comments to instructors from the first class, including course evaluation system and course structure. Furthermore, evaluation of lecturers, including guest speakers, is used. The results and comments sent to lecturers to improve course design and learning outcome. The final grading of the students is announced within 30 days after the final examination. Students are usually informed of the evaluation of quizzes and presenations soon after they are done. 4.7 The student assessment and its processes are shown to be continuously reviewed and improved to ensure their relevance to the needs of industry and alignment to the expected learning outcomes. At the beginning of every semester, faculty staff are required to distribute TQF3 ( course syllabus) and provide an overview of the course, content, grading scheme, and assignment to the students. About two weeks before the end of the semester, students must evaluate the course and teaching and learning method via an online evaluation system. Faculty staff will receive feedback after submitting student’s grade in the system. Feedback from the students will be used for improving the course content, teaching, and learning strategies in the next subsequent semester. Then, a month before beginning of every semester, faculty staff are required to submit TQF3 ( course syllabus) which includes improvement plans. This cycle occurs every semester. AUN 5 Academic Staff 5.1 The programme to show that academic staff planning (including succession, promotion, re-deployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfil the needs for education, research, and service. GSCM Executive Committee is responsible for academic staff planning by working closely with Human Resource Management Division (HRMD) of NIDA. GSCM academic staff plan is deployed in accordance with a four-year HR -NIDA plan and updated on a regular basis. [Exhibit 5.1(1)-1: NIDA Criteria and Procedures for the Framework and Workforce Management for Fiscal Year B.E. 2562-2565 (2019-2022) (According to Resolution No. 9/2560 of NIDA Council Meeting, dated the 8th of November B.E. 2560 (2018))]. Regulation on new staff procurement is governed by NIDA. The HR Unit of GSCM constantly keeps tracks and perform analysis on workforce capability and capacity needs. Workforce capacity is determined annually by the availability of positions. Approval of new staff acquisition is considered based on current and future workload of academic programs, student to staff ratio, as well as required core competencies, etc. GSCM has maintained the students to staff ratio for PhD and Master program on basis of the MHESI’s regulations. The ratio should not exceed 15:1. The faculty members responsible for the program and the faculty members of the program must have qualifications and research studies according to the OHEC. The program continuously monitor the faculty members’ qualifications and workloads to make sure that they are in line with the rules of OHEC. In terms of succession, academic staff mentoring programs are used to ensure successors in education, research, and service. The academic qualifications, teaching and research capabilities of the academic staff are scrutinized before joining GSCM. These qualities are continuously monitored and developed throughout their career at GSCM. All academic staff are assigned workload according to the Academic Task Standards of Academic Position

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 90 Holders [Exhibit 5.1(3)-1: NIDA Regulation on the Academic Workload B.E. 2558 (2015)]. [Exhibit 6.5(3)-1: NIDA Announcement on Employment Contract Guarantees, Criteria and Methods of Probation Appraisal and Contract Renewal Evaluation, Announced 17th March B.E. 2553 (2010)]. Moreover, they are encouraged to participate in international conferences of their fields, write and publish academic paper, and engage in academic service activities for the public. GSCM follows NIDA’a succession, promotion, re-deployment, termination, and retirement system. Also, in GSCM, all academic staff have their individual succession plan that updated annually and be announced in the Retirement Plan/Complete Employment Contract/Replacement Plan 10 years (2016 - 2025) To ensure the quantity of qualified academic staff, the plan is reviewed and adjusted by the GSCM committee annually. [Appendix GSCM 5.1-1: Staff planning 2018.] and [Appendix GSCM 5.1-2: Academic and support Personnel Development Plan and Training Roadmap 2021.] The quality of the academic staff are presented by their academic position, their academic publication and rewards as the table. Moreover, the quantity of academic staff is presented by the Staff to student ratio and workload explained in the next part. The following table presents the size of the staff and their qualifications. Table 5.1.1: Numbers of Academic Staff and their Positions in NIDA and GSCM Position Academic Position Professors Associate Total Professors Assistant Professors Lecturers NIDA Executive - 1 - - 1 GSCM Executive - 3 1 - 4 Faculty staff 2 2 2 1 7 Adjunct Prof. - 1* - - 1 Total 2 7 3 1 13 Note: Adjunct Professors work as part-time academic staff and have been appointed for advisees. As of July 2022 Remark* *being dissertation advisor only, not have teaching load (Adjunct Prof. =1, GSCM Executive (Assistant Professors) = 1, Faculty staff (Assistant Professors) = 2 and (Lecturers) = 1) 5.2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service. The staff to student ratio and workload are constantly measured and monitored by the GSCM academic programs committee to ensure optimum quality of education training. For the process, the minimum workload plan consists of teaching workload, advising hours, research works, and academic papers assigned to each academic staff at every beginning of the academic year based on the university. GSCM also monitors the ratio of staff who serve as thesis advisors to advisees as presented below. The program follows the OHEC criteria of the advisor/advisee ratio as of 1:15 and regularly submits the ratio report to the NIDA Educational Service Division every semester. Table 5.2 Number of thesis/IS students for each Faculy academic staff. No. NameSurname Degree Academic Position Number of students Academic Year 2019 Number of students Academic Year 2021 Number of students Academic Year 2022 Thesis IS Thesis IS Thesis IS 1 Yubol Benjarongkij Ph.D. Professor 9 0 8 0 4 0 2 Patchanee Cheyjunya M.A. Professor 10 0 10 0 8 0

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 91 No. NameSurname Degree Academic Position Number of students Academic Year 2019 Number of students Academic Year 2021 Number of students Academic Year 2022 Thesis IS Thesis IS Thesis IS 3 Asawin Nedpogaeo Ph.D. Associate Professor 5 4 6 0 9 0 4 Chutisant Kerdvibulvech Ph.D. Associate Professor 6 0 7 4 6 2 5 Kullatip Satararuji Ph.D. Associate Professor 8 1 7 2 8 0 6 Ousa Biggins Ph.D. Associate Professor 4 1 3 4 4 0 7 Pornpun Prajaknate Ph.D. Associate Professor 3 8 7 8 7 8 8 Pratoom Rerkklang Ph.D. Associate Professor 7 0 5 0 3 0 9 Bu-nga Chaisuwan Ph.D. Associate Professor 7 7 7 7 3 10 10 Chanansara Oranop na Ayutthaya Ph.D. Assistant Professor 1 2 4 0 5 1 11 Warat Karuchit Ph.D. Assistant Professor 9 1 3 4 6 1 12 Wichian Lattipongpun Ph.D. Assistant Professor 5 0 3 1 3 1 13 Teerati Banterng Ph.D. - - - 1 9 4 1 Last updated: 16 August 2023 5.3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated. GSCM considers the competences of the academic staff in two steps: pre-recruitment and post-recruitment. 5.3.1 Pre-recruitment: To ensure the quality of new staff, recruitment and selection criteria are determined and communicated explicitly to all candidates along with the job announcement at website www.nida.ac.th, www.gscm.nida.ac.th and Facebook Job NIDA and nitade@nida. [Exhibit 5.4(1)-1: NIDA Announcement on the Criteria and Procedures for Civil Servant and Institutional Officer Selection Process for Academic Positions B.E. 2553 (2010), and its Amendments]. The recruitment and selection process consists of 3 steps: 1) Preliminarily screen at the committee meeting of the school to verify applicants’ educator mindset, academic background and work experience, mentality, and scholar behaviors, 2) Academic presentation to the committee meeting of the school to check applicants’ academic performance and potential. The candidate’s teaching demonstration (either one session or one semester period) may be required. Lastly, 3) Academic presentation to the committee meeting of NIDA to check applicants’ academic performance and potential. All GSCM academic staff (non-civil servant) are evaluated for contract renewal [Exhibit 5.5(1)-1: Evaluation Form for Employment Contract Extension with NIDA]. This process is handled by Human Resource Management Division of NIDA.Career development and promotion system are managed by Human Resource Management Division of NIDA. There are rules and regulations for academic position advancement application according to NIDA directives. [Exhibit 6.3(3)-1: NIDA Directives on the Institutional Officer Management B.E. 2563 (2020) ]. These regulations and policies are communicated to every

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 92 academic staff during staff orientation and provided in the form of online document at www.personnel.nida.ac.th. 5.3.2 Post-recruitment: Competences of academic staff are identified and evaluated. All academic staff must be competent in three main responsibilities required by NIDA namely teaching, researching and academic services. These competences of academic staff are identified during the selection process. [Appendix GSCM 5.3-1 : HR2-09 Evaluation form for new academic staff recruitment]. [Exhibit 5.3(2)-1: NIDA Regulation on the Performance Evaluations Criteria and Procedures for the Administrator and Academic Positions B.E. 2553 (2010) and its Amendments]. GSCM enforced NIDA system: Performance Agreement (PA) and Performance Evaluation (PE). PA is a promise that academic staff make to the school each year regarding job responsibility and output. The school can then compile the target achievements from the academic staff to come up with a PA with the school and NIDA. PE is the actual evaluation process to determine the staff’s performance. Once employed, these competences based on PA and PE system are evaluated twice a year for 3 major purposes: 1) development of academic staff, 2) development of work processes, and 3) promotion and rewards. Performance evaluation consists of 2 major parts: 1) performance (workload) and 2) work behaviors (contribution to the school and university and core competencies) [Exhibit 5.3(2)-1: NIDA Regulation on the Performance Evaluations Criteria and Procedures for the Administrator and Academic Positions B.E. 2553 (2010) and its Amendments]. For competencies related to teaching, every academic staff is evaluated by students in their classes through student portal (Online Evaluation) during the last two weeks of each semester. The evaluation results are reported to the dean of the school and each individual academic staff, who would discuss and develop his/her teaching capacities accordingly. These results are also used in developing academic staff as well as positive and negative reinforcement processes. If a member of staff gets lower than the minimum standard as 3.51 out of 5.00, the staff will be on probation. [Exhibit 5.3(3)-1: Instructor (Academic Staff) Evaluation Process on Teaching and Learning Assessment (For Students)]. Faculty staff are encouraged to do research and continuously presented in the national and international conferences. Also, the “competences” of academic staff appointed to be a supervisor for a master’s or doctorate candidate, or student were assessed from the recruitment process and GSCM Academic Programs Committee. Also, they were monitored and improved in the monthly’ meeting as well as the annual academic seminar. Students’ evaluation and reflected by the dissertation advisor rewards in the Thesis and Dissertation Competition. The Thesis and Dissertation Competition could be the evidence of the academic staff skills in providing guidance for the students to carry out their research works based on their study plan and monitor the student’s progression as according to the plan to ensure that they can finish their project as planned. [Appendix GSCM 5.3-3 : Lists of Academic Staff Research and Publication]. All the school’s communication channels, both informal communication channels (eg. group line) and formal communication (eg. Official facebook fanpage, official website, faculty meeting,) were utilized to announce the competence of the academic staff to the public. 5.4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 93 The program allocated the duties to the academic staff, based on their qualifications, experience, and aptitude such as program director, committee, advisor, lecturer. All qualifications, experience, and aptitude are in line with OHEC’s criteria. The faculty select academic staff members who are appropriate for the assigned position and duty to serve the faculty’s missions. The selection is based on rules, regulations and criteria set by the university. Moreover, it must align with the faculty’s human resource plan to support teaching, learning, and services. The faculty assign workload (i.e., teaching, research supervision, research committee, academic advisor) to the staff members based on individuals’ experience and expertise. The faculty has applied an evaluation system (My Evaluation) produced by the university to evaluate the staff members’ work efficacy for career advancement and promotion. The evaluation is divided into 5 categories, namely 1. Teaching, 2. Academic work, 3. Administrative work, 4. Services, 5. Resources. [Appendix GSCM 5.4-1: Academic Staff Research and Publication Workload (last 5 academic years)] 5.5 The programme to show that promotion of the academic staff is based on a merit system which accounts for teaching, research, and service. GSCM enforced the NIDA system: Performance Agreement (PA) and Performance Evaluation (PE). PA is a promise that academic staff make to the school each year regarding job responsibility and output. The school can then compile the target achievements from the academic staff to come up with a PA with the school and NIDA. PE is the actual evaluation process to determine staff’s performance. Once employed, these competences based on PA and PE system are evaluated twice a year for 3 major purposes: 1) development of academic staff, 2) development of work processes, and 3) promotion and rewards. Performance evaluation consists of 2 major parts:1) performance (workload) and 2) work behaviors (contribution to the school and university and core competencies) [Exhibit 5.3(2)-1: NIDA Regulation on the Performance Evaluations Criteria and Procedures for the Administrator and Academic Positions B.E. 2553 (2010) and its Amendments] 5.6 The programme to show that the rights and privileges, benefits, roles and relationships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood. Performance of academic staff is evaluated based on the 3 pillars as mentioned earlier, according to the NIDA and GSCM mission: 1) teaching (40%), 2) research (40%), and 3) academic service (20%). In case academic staff got surpass evaluation scores, the scores could be transferred to the next academic year. NIDA engages in performance management of its faculty members by giving rewards and recognition as incentives for better teaching. This includes verbal recognition and financial rewards, such as giving compliments in meetings and research funding. Similarly, the school provides awards and recognition, such as giving a raise, providing funding for academic publication, and offering congratulations in meetings or through social media. At the Institute level, there is a set of criteria for providing financial rewards for faculty members who gain higher academic positions. For instance, a reward of 25,000 baht for those who earn the status of Assistant Professor, 50,000 baht for Associate Professor, and of 100,000 baht for Professor are given to the faculty members as incentives and recognition for their accomplishment. There is also financial support for research, book and textbook writing, research with high policy application, and publishing academic articles in international journals. The support provided by the School and the Institute allows the faculty members of the school to publish their research and to present their work in Thailand and abroad on regular

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 94 basis. This helps the faculty members of the school to receive awards for their academic works. [Exhibit 5.1(3)-1: NIDA Regulation on Academic Workload, B.E. 2558 (2015)] In terms of academic freedom, academic staff members are entitled to full freedom in research and in the publication of the results, subject to the adequate performance of their other academic duties; but research for monetary return should be based upon an understanding with the authorities of the institution such as NIDA Consulting Center. Academic staff members are entitled to freedom in the classroom in discussing their subject, but they should be careful in discussing controversial matters which have no relation to the subject. Any problem that arises will be discussed in the school meetings to find the solution. The GSCM academic programs committee will discuss the case if any. There will be at least a school meeting once a month, a pedagogical meeting once a year, and an academic meeting once a year. Besides that, GSCM often holds academic conferences and online/onsite seminars. 5.7 The programme to show that the training and developmental needsh of the academic staff are systematically identified, and that appropriate training and development activities are implemented to fulfil the identified needs. There are many sources of training needs for each academic staff, namely: 1) University’s policies, 2) Performance evaluation results, 3) Individual development plan, and 4) Conditions in contract renewal. Moreover, GSCM followed NIDA HRD Blueprint as the master plan for developing staff members [Exhibit 5.7(1)-2: NIDA HRD Blueprint]. At the university level, one of the most important focuses of training and development is every academic staff needs to complete the training course, which is compulsory for taking management positions, organized by Siripattana Training Center. (Source: http://www.training.nida.ac.th/home/index.php/en/). Optionally, academic staff can participate in many free training courses provided by other schools and centers throughout the year. Other than training, NIDA implements development activities under different methods including 1) academic career development, and 2) diverse types of research funding, 3) textbook writing and developing funding, 4) partial budget for academic paper presentation. In the school level, based on performance evaluation results, and Individual development plan, all academic staff can request budget support for training to improve their skills throughout the year. Also, in annual staff meeting and annual pedagogical meeting, the academic staff will discuss Evaluation Form (For Students) [Exhibit 5.3(3)-4: Instructor (Lecturer) Evaluation Form (For Students)]. and sharing their teaching and dissertation supervision techniques on how to be an effective supervisor for a master’s or doctorate candidate or student. Moreover, the school provides the development methods on top of NIDA’s support in 2 areas namely: teaching capability and academic services [Appendix GSCM 5.7-1: The report on the number of the training that the academic staff attended]. The GSCM’s budget for development presented in the Table 5.7.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 95 Table 5.7 shows the expenses related to the development and training of academic staff. Last updated: 16 August 2023 5.8 The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality. NIDA engages in performance management of its faculty members by giving rewards and recognition as incentives for better teaching. This includes verbal recognition and financial rewards, such as giving compliments in meetings and research funding. Similarly, the school provides awards and recognition, such as giving a raise, providing funding for academic publication, and offering congratulations in meetings or through social media. At the Institute level, there is a set of criteria for providing financial rewards for faculty members who gain higher academic positions. For instance, a reward of 25,000 baht for those who earn the status of Assistant andsor, 50,000 baht for Associate Professor, and of 100,000 baht for Professor are given to the faculty members as incentives and recognition for their accomplishment. There is also financial support for research, book and textbook writing, research with high policy application, and publishing academic articles in international journals. The support provided by the School and the Institute allows the faculty members of the school to publish their research and to present their work in Thailand and abroad on regular basis. This helps the faculty members of the school to receive awards for their academic works. [Exhibit 5.1(3)-1: NIDA Regulation on the Academic Workload B.E. 2558 (2015)] Fulfilling the performance requirements, academic staff are recognized and rewarded in salary increment. Those who achieved the academic rank (professorship) within NIDA’s timeframe are provided with monetary rewards, and a congratulations bouquet from NIDA’s management team. [Exhibit 5.5(2)-2: NIDA Rule on the Remuneration for a Higher Position Appointee and the Committee Meeting B.E.2555 (2012)]. Table 5.8 shows the number of academic staff who have received awards for the past 3-5 years. Fiscal Year Number of faculty members receiving awards The academic rank (professorship) 2020 1 • Associate Professor Dr. Pornpun P. 2021 3 • Associate Professor. Dr. Asawin N. • Associate Professor Dr. Pornpun P. • Assistant Professor Chanansara O. 2022 2 • Associate Professor. Dr. Chutisan K. • Professor. Dr.Yubol B. Last updated: 17 August 2023 Type of Budget Amount per person per fiscal year Conditions Actual Spending (THB) and Numbers of Budget Approvals 2019 2020 2021 2022 Academic paper presentation and Training 40,000.00 Extra from NIDA’s support 145,645.81 210,527.77 71,188.00 117,074.40 Training based on GSCM strategic direction 50,000.00 Promoted by Executive committee 206,402.81 49,792.00 2,480.00 16,000.00 Text books 9,000.00 - 51,565.00 63,962.00 45,165.76 75,969.00 Annual Seminar 220,000.00 24,868.00 - - Total 623,613.00 349,149.77 118,833.76 209,043.40

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 96 AUN 6 Student Support Services 6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date. Admission criteria and policy for new students are defined and communicated in the Program specification, official announcement letter, and GSCM’s website (http://gscm.nida.ac.th/th/admission.php). The methods and criteria for selection of students are determined and evaluated by the MA program committee before and after the admission period of each semester. Before the admission period, the admission committee which comprises three academic staff was officially established and announced. Prospective students can apply via online platform: http://entrance.nida.ac.th/ or apply in person at the GSCM’s office. The screening criteria for eligible applicants are the degree certificate, GPA and working experience. Then, applicants in the office hour program will take the interview examination, while the applicants in non-office hour program will take the written and interview examination. Their performance is judged based on criteria shown in [Appendix GSCM 5.1(1)-1: entrance examination criteria]. Minimum passing score for overall performance is 75%. Before announcing the entrance examination result, the admission committee must submit the results through the MA program committee again. If any issues arise during the admission period, solutions are reviewed and determined by the MA program committee. Table 6.1-1 Numbers of admitted students of the program. Academic Year Master Program Applicants Number Applied Number accepted Number Enrolled Number Graduated Office hour Nonoffice hour Office hour Nonoffice hour Office hour Nonoffice hour Office hour Nonoffice hour 2021/2 7 10 7 10 2 3 - - 2022/1 5 5 5 5 3 5 - - 2023/1 - 7 - 5 - 5 - - Last updated: 17 August 2023 6.2 Both short-term and long-term planning of academic and non-academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service. The MA program in Communication Management with Data Analytics has developed the plans for both short-term and long-term academic and non-academic support services to ensure that the program offers a well-rounded educational experience for its students, faculty members, and staff members. In the short term, the program focuses on immediate needs and goals, such as providing timely and responsive support to students in their coursework, research projects, and extracurricular activities. Academic advising, tutoring services, and access to state-of-the-art technology and resources are readily available to facilitate effective learning and skill development. Additionally, regular communication channels are established to gather feedback from students, enabling continuous improvement and adjustment of support services to meet their evolving needs. Looking ahead to the long term, faculty members are encouraged to participate in ongoing professional development programs to stay updated with the latest trends and advances in the field. Furthermore, the program actively seeks partnerships with industry experts,

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 97 professionals, and organizations to create opportunities for real-world experiences, internships, and career placements for its graduates. 6.3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary. Online monitoring systems are established to help students continuously monitor their progress from the first date until their graduation. The system is provided by Office of the Registration, Educational Service Division, (reg.nida.ac.th). Students who enrolled in the MA program will receive email and password to access this system which provide a range of services including academic progress monitoring system, course registration, course schedule, tuition fee and due date, course evaluation, and academic performance. GSCM education staff as well as faculty staff can access this system to monitor students’ progress which includes student assessment, student evaluation, student regulation and classroom schedule. During the coursework, student academic performance is monitored by the course lecturer. After students finish all their coursework and enroll in independent study or thesis program, major advisors oversee monitoring student progress. The director of MA program and educational staff also monitor students’ progress and contact students via email, phone call and Facebook to remind them about their timeframe every semester. 6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability. The director of MA program and GSCM’s educational service oversee academic and supporting service from the first date until students’ graduation. The program director is responsible for providing appropriate academic services throughout the programs ( major selection, thesis/independent study) . The educational service staff will provide guidance to solve various issues such as registration, credit transfer, financial problem, and major selection. We also arrange three event activities that are suitable for their study path which include orientation ceremony, major selection and IS/thesis supporting event and last orientation for graduating students. The orientation ceremony is held to increase new students’ opportunity to meet faculty staff, their senior students. They will also learn about their life and study path. The major selection and IS/Thesis supporting event is arranged for students during their second and fourth semester. In this event, the first semester will be provided information about their major from the students enrolling in fourth semester, faculty staff, director of MA program. Students who are enrolled in fourth semester will be provided information about the enrollment for independent study, advisor, time frame and IS format. Lastly, GSCM offers the last orientation to farewell and congratulation to graduating students, and to meet alumni students and strengthen their network in career. Furthermore, GSCM as well as NIDA organized a variety of workshops and seminars with several keynote speakers from academic and digital industries. Students are motivated to participate in these activities to keep up with communication and digital marketing trends and strengthen their knowledge, digital and communication competencies, creativity skills and problem- solving skills. In addition, GSCM Facebook Fanpage (https://www.facebook.com/NitadeNida/) offers news and information that is related to communication research, data-driven communication marketing news and activities every day. Such activity helps our students to enhance their knowledge and keep up with digital trends, data and AI analytic tools such as Google Data Studio workshop held on March 4, 2023 for the current students. GSCM also set up a Facebook Group for MA students. From time to time, educational staff, faculty staff, current students and alumni distribute their information about job opportunities. This Facebook group increases students’ opportunities to strengthen their career path and promote social network between current students and alumni.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 98 Regarding financial support, GSCM offers two scholarships for students who have financial problems every semester. In addition, the new entry students of Office hour program, whose undergraduate GPA is >2.75 are eligible for three type of our scholarships –(1) type one that waved tuition fee and received a stipend; ( 2) type two that wave tuition fee without receiving a stipend; and ( 3) type three that wave half of tuition fee without receiving a stipend. Our graduate students-[Exhibit 8.5(3)-1:Announcement of NIDA on Scholarship Qualification, Criteria and Conditions]. 6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services. Human Resource Management Division (HRMD) of NIDA is responsible for support staff planning at the university level, including staff of supporting units, such as ITC department, library, Education Service Division, General Division, etc. Number of support staff is calculated based on the number of students of each school, number of programs, and basic organizational chart of each school. [Exhibit 5.1(1)-1: NIDA Criteria and Procedures for the Framework and Workforce Management for Fiscal Year B.E. 2562- 2565 (2019-2022) (According to Resolution No. 9/2560 of NIDA Council Meeting, dated the 8th November B.E. 2560 (2018))]. The Table 6.5.1 displays the university’s support staff categorized by their positions that directly support the school. Table 6.5-1: Number of the NIDA’s Support Staff Members who provide Support for the Program (Library/IT department) Department Position Number of Personnel Library and Information Center Academic staff 1 Librarian (Expert) 1 Librarian (Senior Professional) 3 Librarian (Professional) 3 Librarian (Practitioner) 8 Curator (Practitioner) 1 AudioVisual Staff (Senior Professional) 0 Computer Technician (Practitioner) 2 InformationTechnician Practitioner) 1 Archivist (Practitioner) 1 Total 23 Information Technology Center Professional 4 Practitioner 16 Experienced 2 Total 22 Classroom 4 Total 49 (Updated on July 12, 2021) At the school level, the executive committee is responsible for GSCM support staff planning which was divided into three main sections namely: Administration, Academic services, and Planning and Development. Support staff qualifications (academic qualification and background) are considered in selection and work allocation. To ensure the appropriate number and qualification of support staff to fulfill the needs of program, education, research and academic service, the GSCM executive committee reviews and updates the four-year manpower planning on a yearly basis. The following table displays the school’s support staff categorized by their positions [see GSCM Size of the Staffs and Their Qualifications or Human Resource Information System: HRIS: https://hris.nida.ac.th/hris/Applications/_System/Forms/frmLogin.aspx

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 99 Table 6.5-2: The School’s Support Staffs Position Category Department Position Category Total Educational Background Master's degree Bachelor's degree Below Bachelor’s Degree School Secretary Professional Level 1 1 * retire 2023 - - Administration Section Professional Level (1) Practitioner Level (2) 5 1 2 1 (Housekeeper) Planning and Development Section - 1 - Academic Services Section Professional Level (1) Practitioner Level (2) 3 1 2 - Total 9 (100%) 3 (33.33%) 5 (55.56%) 1 (11.11%) * Numbers of Years toward Retirement (for succession planning) NIDA’s Human Resource Management Division manages the competencies evaluation system of support staffs by considering 3 types of competencies: 1) Core competency, 2) Managerial competency and 3) Functional competency [Exhibit 6.5(4)-1: Table of Competency and Expectation Levels of All-Level Staff Members of the NIDA]. Each competency has a different level of expectation based on level and type of staff. The results from competency evaluation are used in two ways, (1) to analyze competency gaps for training needs, and (2) to be a part of performance evaluation (30 out of 100 points). Each fiscal year, the Performance Agreement (PA) was written based on the University’s KPIs and the staff’s consent. Their performances are evaluated every six months using the Performance Evaluation (PE) form by the appointed committee. [Appendix GSCM 6.5-1 : PE 07 Sample of academic and support staff appraisal forms]. Strengths, weaknesses, and areas for improvement are then provided as feedback to individual staff to step up their performances. The evaluation forms must describe the following topics. 1) Results 1.1) Results of the work done under the strategy of the Institute /organization 1.2) Results of work done per duty and responsibility 1.3) Participation 2) Development work (development/improvement of work) 3) Competency Evaluation Since 2019, NIDA has been using the HRIS – Human Resources Information System as a tool to evaluate competencies of support staff to provide feedback and develop individual development plan to prepare those staff members to be potential successors in the future. There are many sources of training needs for each support staff, namely: 1) NIDA’s policies, 2) Performance evaluation results, and 3) NIDA’s policies driving toward internationalization. NIDA implements HRD Blueprint to be the master plan for developing staff members [Exhibit 6.5(5)-1: Staff Training and Development], including support staff development [Exhibit 5.7(1)-2 : NIDA HRD Blueprint]. HRD blueprint is designed to be a roadmap for staff development. The blueprint classifies support staff into 5 groups. Staff can be trained and developed based on their levels as shown in the figure.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 100 Figure 6.5.1: NIDA’s Training Roadmap Development activities for support staff consist of both training and non-training methods. Training activities are designed and selected to support and promote the development of work processes and performance. Non-training activities are designed to reinforce staff selfdevelopment and allowance to buy books related to jobs, and to keep them in a good balance between their work and personal life, such as aesthetic and appreciative activities. GSCM also provides extra development opportunities by assigning a budget for every staff member (approximately 25,000 baht/person/year). According to the School’s Indicator, all staff must attend at least one training a year. During the year 2021-2022, GSCM staff attended trainings average กี่ครั้ง times in Thailand and other countries. Miss Narapun Longcharoen, Head of Administrative & General Affairs Section join Public Training Topic “TQA Criteria” #14 by Thailand Productivity Institute. Between 24 - 26 August 2022 at Amari Watergate Bangkok Hotel. Actual Spending (THB) and Numbers of Budget Approvals = 9,656.75 THB. The executive team can initiate training that suits the prospective outlook or strategic plan of the school as well as the staff can request to attend the appropriate training courses for their competency’s development. Example of such top-down initiatives includes the training for English proficiency skill of supporting staff to accommodate the University’s vision and to support the GSCM English program. Also, the GSCM executive committee encourages the staff to be able to develop their own works continuously by both training activities and non-training activities, such as Routine to Research (R2R) project with academic staff, individual’s project-assignment and so on. 6.6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement. The quality of support services and facilities is being assessed and evaluated by NIDA Administrative team each year. As mentioned earlier, every year, students’ feedback toward

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 101 teaching and learning facilities is collected by NIDA Planning Division. The results are reported to the related division for development. The school participated in some steps such as questionnaire approval, data collection, and then result discussion. [Exhibit 6.6(4)-1 : Process of Student Satisfaction Survey of NIDA’s Learning Supports and Facilities]. The representative of GSCM administrative team can voice in the university meeting for further evaluation and improvement. For GSCM quality of support services, students can evaluate the GSCM academic services section by online survey right after receiving the services. The staff regularly monitors the students’ feedback, and the summative evaluation result will be reported to the Program committee every semester. This system enforces the services to be operated in the Plan-DoCheck-Act approach. [Appendix GSCM 6.6-1: The GSCM academic services section’s evaluation process and result]. As the quality evidence, four NIDA service-departments have got ISO 9001 namely IDT, Research Center, Educational services division, HR division. Table 6 . 6 : Student Satisfaction Evaluation Results towards the program’s academic support services Academic Year Academic Support Services 2019 4.03 2020 4.22 2021 4.26 Last updated: 17 August 2023 AUN 7 Facilities and Infrastructure 7.1 The physical resources to deliver the curriculum, including equipment, material, and information technology, are shown to be sufficient. As a graduate university, NIDA provides learning facilities suitable for various learning settings, be conventional classrooms, seminar rooms, meeting rooms, auditoriums, and open learning spaces that are fully equipped with multi- media technologies situated in three buildings; Siam Boromrajakumari Building, Navamindradhiraj Building, and Malai Huvanandana Building, and totaled to 112 rooms [Exhibit 9.1(1)-1: Classroom Numbers and Room Type Numbers of Each Building as well as Map of Buildings] . , [Exhibit 9.1(1)-2: Standards of Instructional Equipment in Institute (NIDA) Classrooms] . , and [Exhibit 9.1(1)-3: Procedures for Classroom Management via e-Reservation System (ERS)]. the university provides the smart classroom with design thinking function namely: Sumit Petcharapiracht Room and NIDA Hub Design Space. Moreover, during pandemic of Covid19, the university provided distant-learning to ensure the student can still study efficiently and safely via Ms-Team program. Also, academic staff and students can use a co-working space provided by GSCM at the 7th – 8th floor, Malai Huvanandana Building. NIDA’s environment and equipment are sufficient for enhancing the student’s innovation mindset and creative projects of some subjects in the program. 7.2 The laboratories and equipment are shown to be up-to-date, readily available,and effectively deployed. Information Technology Center which has been ISO 9001: 2015 certified since 2016 is NIDA’s main IT provider. The services include: - Computer Lab: Computer Study Lab (3 rooms, 138 computer stations), Walk-in Computer Lab (1 room, 41 computer stations), Statistical Lab (SPSS Statistics V.23, SPSS AMOS V.23 and LISREL 9.2). Students can access it at any time and anywhere. Our students use these computer labs for their study, assignment, and examination. - Print Service and Software Service are accessible for students.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 102 - IT Help Desk is available to support students for IT inquiries, such as, Office 365 (Cloud, and E-mail), Wireless connection, E-Thesis system, and Statistics software. - Anti-Plagiarism Software (Turnitin) is available and required for students to use in their dissertation process. All dissertations must be checked before being processed for the defense. Even if there is no golden number for maximum acceptable percentage in similarity report, it is up to dissertation advisors’ judgement. GSCM Multi-media studio and co-working space on the 7th floor, Malai Huvanandana Building is expected to be fully equipped and ready to use in the year 2022. The course that assigns students to use the computer lab is CA 6003 Data-Driven Communication Research which is the required course. Also, all students can use all services mentioned above when they conduct research in independent study and thesis. 7.3 A digital library is shown to be set-up, in keeping with progress in information and communication technology. NIDA’s library has been known as one of the best libraries in ASEAN since 2012. The services provided include: Table 7.3 NIDA’s Library Services Resources and Services Information Publications Printed textbooks, academic journals, newspapers, audio visual, NIDA’s student theses (Exhibit 7.3(1)-1: Allocation of Different Academic Disciplines Classification) Electronic databases Electronic books, newspapers, NIDA theses, and academic journals that NIDA subscribes to (Exhibit 7.3(1)-2: Reference Database for Each School) Reference databases Web of Science, Thai-Journal Citation Index (TCI) Study rooms Small group meeting rooms and private study rooms Other services -Book purchase requests, Inter-Library Loans (ILL) services, oncampus book delivery and return pick-up services, online requests for checked-out books, PhD student lounge, and a café. -Joint Library Service (MOU with 5 other Universities) All library materials, especially those in Communication management and data analytics field, are offered to students to ensure their learning effectiveness both in class and self-learning manners. Throughout the year, academic members can suggest the new textbooks to the library. Also, GSCM members can search for GSCM independent study and thesis from the internal information system. (See http://gscm.nida.ac.th/th/portfolio-pdf.php) All these services allow academic staff and students to access online library resources at anytime and anywhere. For services at site, students can find a relaxing open learning space conducive to both individual and group learning. Refreshment area and multimedia and interactive zone are provided. All our students, especially international students, have reported enjoying utilizing rich library resources. 7.4 The information technology systems are shown to be set up to meet the needs of staff and students. NIDA provides IT facilities to facilitate students’ learning and campus life. WIFI is available around campus. Through NIDA WIFI and VPN system, students can access NIDA’s online journal services at anytime. NIDA also provides IT help desk (Operating from 9.00 to 20.30 on weekdays, and from 9.00 to 17.30 on weekends) to assist students who face IT issues [Exhibit 7.5(1)-2 : VPN Guide for Windows 10: updated in 2021], [Exhibit 7.5(1)-3 : VPN Guide for iPhone iPad: updated in 2021]., [Exhibit 7.5(1)-4: VPN Guide for Android:

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 103 updated in 2021]., [Exhibit 7.2(1)-8: List of Software Installation in Computer Study Laboratory Room (Updated in 2016)]. Teaching and learning activities are normally facilitated using IT infrastructure, such as Microsoft service’s onedrive and teams (Assignment submission and course materials downloading), Turnitin (Plagiarism checking of assignment and dissertation), and Ms-Team (Distance classroom). NIDA provides the account for Microsoft365 and e-mail for all students even after they graduate [Exhibit 7.4(1)-1: Basic Microsoft Office 365 Guide]. Recently, all students must complete their proposal approval and thesis via NIDA I-Thesis system from the academic year 2020 onwards. Also, their papers can be proved and checked for plagiarism by using Turnitin in this system. Library and Information Technology Center, NIDA provides NIDA i-Thesis (2020) training course for all students and NIDA staff. [Exhibit 7.4(1)-7: NIDA Handbook i-Thesis] NIDA also creates NIDA mobile application for students and staff to use for their personal affairs and time management (NIDA activities calendar, I-Thesis, etc.) and facilities reservation (eg. sport facilities). Since the second semester of 2013, NIDA has provided the reg.nida.ac.th system for students to submit their requests for copies of official letters, such as academic transcript, student status certification, etc., online. Students can post inquiries, pay for the fee, and collect the documents without having to come to the campus. Starting from the end of 2016, students can use “NIDA Mobile Application” on their mobile to update the university’s upcoming events, manage their class schedule, and make reservation on student support services. During the COVID-19 pandemic, the Microsoft Teams has been used for online teaching and learning. Other measures include additional support in facility as well as the Internet fees subsidy. 7.5 The university is shown to provide a highly accessible computer and network infrastructure that enables the campus community to fully exploit information technology for teaching, research, service, and administration. Since 2013, NIDA has installed the Microsoft Office365 to serve every student, in which one could access through account: [email protected]. This email account might be used even if one has graduated. With this service, there are tools that enhance students’ ability to study and learn by using the latest technology. From the beginning, NIDA has held training regularly and especially during the pandemic lockdown. [Exhibit 7.4(1)-2 : Website Archive of Microsoft Teams Help Center for Education and Work of NIDA Staff (https://teams.nida.ac.th).,Exhibit 7.4(1)-1 : Basic Microsoft Office 365 Guide] Recently, there was a cooperation with Krung Thai Bank to develop a new Mobile Application called NIDA UApp, [Exhibit 7.4(1)-12: Example: NIDA UApp], to increase the efficiency in providing services to students via Smart Device. Initially, there was a Virtual Card, which could be used as student card at the library, connecting e-money with Krung Thai Bank, and receiving news and information through NIDA UApp. In subsequent phases, other developments such as student schedules and transcripts would also be featured. Due to the pandemic, NIDA has switched to hybrid operation, meaning online and onsite, subject to the severity of the situation. As a result, work guidelines and related measures have been issued through announcements, which could be found in various departments and sections, [Exhibit 7.6(1)-28 : Operational Guideline and Announcement of Internal Offices during COVID-19 Outbreak] • Regarding the first semester of academic year 2020, NIDA had announced the followings: o Social distancing in seats

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 104 o Online class or onsite if applicable o Providing shields in table canteens o Other security measures: scanning, hand gel, temperature check o Wearing masks at all times o Time lapse to avoid congestion in lifts and canteens [Exhibit 7.6(1)-31: COVID-19 Preventive Measures for the Academic Semester 2021/2] Moreover, NIDA has offered a reduction in tuition and service fees, as well as delayed and split payment for the students. Other measures include assistance in studying, learning, examining, researching, and doing Work-from-Home as well as COVID-19 protection and health insurance, [Exhibit 7.6(1)-29 : NIDA help COVID-19.] Each school and college also had its own additional special service for students during this period of pandemic time, [Exhibit 7.6(1)-30 : Mitigation Measures for Students who register.] 7.6 The environmental, health, and safety standards and access for people with special needs are shown to be defined and implemented. NIDA concerns and designs the environment under the green university concepts. All staff and students can live in a good working and study atmosphere including the rest area, living library, fitness, sport and recreation areas, and religion areas. GSCM has a co-working space for student use at the 7th floor of the school building. For health, the GSCM office uses the split-type air-conditioners which can control the temperature and air quality. For safety, GSCM’s staff and students attended the NIDA’s practices of the fire evacuation drill periodically. During the first two weeks of each semester, the General Affairs Division provides multimedia to educate students about evacuation plans and escaping routes according to related laws and regulations. [Exhibit 7.6(1)-3: Emergency Plans and Emergency Response Plans]. NIDA also operates the ITC emergency plan [Exhibit 7.6(1)-6: NIDA’s Business Continuity Plan for Information Technology for Fiscal Year B.E. 2563 (2020)]. To ensure that all people with special needs can access the facility, the newly built building (mainly the lecture building) is equipped with facilities for persons with physical challenges, such as restrooms, slopes, and parking space [Exhibit 7.6(1)-4: Disabled Facilities Management]. NIDA adopts the concept of Green University to maintain the green landscape. NIDA has incorporated facilities to support PWD in the new and renovated buildings. For the school building, which has not been renovated yet, PWD assistance would come from the security guards who are on duty. For enhancing the highest working efficiency, GSCM staff commit the 5S philosophy (Sort, Set in order, Shine, Standardize and Sustain). As such, in every semester, the 5S activity (big cleaning day) is organized and implemented. During the outbreak of Covid-19, the school followed epidemic prevention according to government and NIDA guidelines. [Exhibit 7.6(1)-31 : Prevention Measures for Spread of COVID-19]. It includes health insurance, regular consultation with the Ministry of Public Health and other agencies. NIDA also had several Big Cleaning Days around campus buildings and facility. During the pandemic, NIDA has enforced strict health protocols that follow the government policies. NIDA announced that all classes must be held online and all personnel should work from home as much as possible, held several big cleaning days, and enforced that everyone who enters the campus must wear a mask. NIDA also provides COVID insurance coverage for all employees. To help the students financially during the pandemic, NIDA offered reduction of tuition and extension of payment, and also other assistance

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 105 regarding distant learning and studying. NIDA also reduced the rental fees for shops within the campus, and donate medical equipment to hospitals both in Bangkok and other provinces. NIDA has announced the policies for the prevention of COVID-19 in the 2021/2022 semester as the followings: - When allowed to have on-site studying, there must be strict social distancing in the classroom. - Conducting online studying when possible. - Having protective shield in the cafeteria. - Having temperature scan points, hand washing points, etc. - Everybody must wear a mask, indoor or outdoor. - Adjusting the class time to reduce the crowdedness of people in the elevator and cafeteria. - Announcement for Work from Home. - COVID-19 vaccination for staff, students, and school family members. - Mask wearing at all times while on campus [Exhibit 7.6(1)-29: NIDA help COVID-19, Exhibit 7.6(1)-30: Mitigation Measures for Students who register, Exhibit 7.6(1)-21: Payment Methods for Students during the Pandemic: COVID-19, Exhibit 7.6(1)-31: COVID-19 Preventive Measures for the Academic Semester 2020/1., [Exhibit 7.6(1)-17: Announcement for Work from Home :Coronavirus Disease 2019 (COVID-19)) (No. 2) (21 March 2563)] 7.7 The university is shown to provide a physical, social, and psychological environment that is conducive for education, research, and personal well-being. To increase students’ productivity, our institution offers various facilities for students and staff such as library, gym, indoor and outdoor sport recreation facilities and nursing room (see http://ccsr.nida.ac.th/en/). In addition, there is a nursing room with nurse and doctor available for students who encounter health problems. In addition to the institution’s facilities, GSCM provides co-working space for students to work on their assignments and discuss their ideas. Students could come to the office building and use the facilities on the ground floor as well as the 7th and 8th floors. Table 7.7.1: The personal well-being services available for students in NIDA Service Information Sport & Recreation Open everyday 08.00-20.00 (Mon-Fri 08.30-19.30, Sat-Sun 09.00-20.00) Accommodation On campus accommodation available Medical Care Open every day free of charge for students and personnel (Mon-Fri 08.30- 19.00, Sat-Sun 10.00-16.00). Counseling services by physician every Wednesdays and Fridays from 12.00-15.00, by psychiatrist on Sunday 10.00-12.00 Students activities Various of activities available throughout the academic year Financial Support Several types of financial support are available for potential students and students in need Career Support Career Guidance events taking place every year Transport More than 1300 car parking space is available at car parking building, several in-building parking, and open parking lot Food Two food courts open every day. Convenient store. Several on campus café that serve food. (Updated on 17 August 2023)

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 106 7.8 The competences of the support staff rendering services related to facilities are shown to be identified and evaluated to ensure that their skills remain relevant to stakeholder needs. NIDA’s Human Resource Management Division manages the competencies evaluation system of support staffs by considering 3 types of competencies: 1) Core competency, 2) Managerial competency and 3) Functional competency [Exhibit 6.5(4)-1: Table of Competency and Expectation Levels of All-Level Staff Members of the NIDA]. Each competency has a different level of expectation based on level and type of staff. The results from competency evaluation are used in two ways, (1) to analyze competency gaps for training needs, and (2) to be a part of performance evaluation (30 out of 100 points). Each fiscal year, the Performance Agreement (PA) was written based on the University’s KPIs and the staff’s consent. Their performances are evaluated every six months using the Performance Evaluation (PE) form by the appointed committee. [Appendix GSCM 6.5-1: PE 07 Sample of academic and support staff appraisal forms]. Strengths, weaknesses, and areas for improvement are then provided as feedbacks to individual staff to step up their performances. The evaluation forms must describe the following topics. 1. Results 1.1 Results of the work done under the strategy of the Institute /organization 1.2 Results of work done per duty and responsibility 1.3 Participation 2. Development work (development/improvement of work) 3. Competency Evaluation Every year, the Department of Planning evaluates the satisfaction of all stakeholders, including students, alumni, personnel, employers of alumni and students, and use the results to improve the services. Each school also does its own satisfaction survey of current students and visitors. Table 7.8 Number of Support Staff and NIDA’s Facilities Facilities Number of Support Staff Library and Information Center 24 Office of Information Technology 17 Classrooms* 10 Total 49 Note: *These refer to NIDA’s shared classrooms, which any teaching units in NIDA can use. The staff are mainly in charge of daily operations, such as unlocking the classrooms or assisting instructors with technological tools in classrooms. The numbers were updated in August 2020. 7.9 The quality of the facilities (library, laboratory, IT, and student services) are shown to be subjected to evaluation and enhancement. The quality of support services and facilities is being assessed and evaluated by NIDA Administrative team each year. As mentioned earlier, every year, students’ feedback toward teaching and learning facilities is collected by NIDA Planning Division. The results are reported to the related division for development. The school participated in some steps such as questionnaire approval, data collection, and then result discussion. [Exhibit 7.9(3)-1 : Process of Student Satisfaction Survey of NIDA’s Learning Supports and Facilities]. The representative of GSCM administrative team can voice in the university meeting for further evaluation and improvement. For GSCM quality of support services, students can evaluate the GSCM academic services section by online survey right after receiving the services. The staff regularly monitors the students’ feedback, and the summative evaluation result will be reported to the Program

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 107 committee every semester. This system enforces the services to be operated in the Plan-DoCheck-Act approach. [Appendix GSCM 6.6(1)-1: The GSCM academic services section’s evaluation process and result]. As the quality evidence, four NIDA service-departments have got ISO 9001 namely ITC, Research Center, Educational services division, HR division. Table 7.9: Student Satisfaction towards Facilities. Academic Year Classrooms Libraries IT facilities Cafeterias Healthrelated services Sports facilities 2019 4.20 4.12 4.07 3.75 3.95 3.80 2020 4.25 4.21 4.13 3.89 3.98 3.68 2021 4.25 (Online) - 4.11 - - - AUN 8 Output and Outcome 8.1 The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement. Table 8.1-1 Summarize the number of students admitted in the first year for the past 3 academic years. Year of Admission the MA Program 2021 (Communication Management with Data Analytics) Target No. of Students No.of Applicants No. of Admitted Students Drop out Gradu ation Remaining Students Drop out Rate Office hour progr am Nonoffice hour program Office hour progr am Nonoffice hour program Office hour progr am Nonoffice hour program Office hour progr am Nonoffice hour program 2021 20 25 7 10 2 3 - - 2 3 0 % 2022 20 25 5 5 3 5 - - 3 5 0 % 2023 5 10 - 7 - 5 - - - 5 0 % Total 45 60 12 22 5 13 - - 5 13 0 % 8.2 Employability as well as self-employment, entrepreneurship, and advancement to further studies, are shown to be established, monitored, and benchmarked for improvement. In accordance with NIDA survey system, GSCM has continuously conducted student’ s employment survey within one year after graduation. The questionnaire is designed to gather information about employment and unemployment, recruiting duration, and the cause of unemployment. Educational support staff at the institution level oversee generating a report and monitor survey database. The results are reviewed and analyzed by the planning and evaluation meeting at institution level. Then, the feedback given to the GSCM can be used as a guidance to improve support services system and teaching and learning strategy. Since there is no graduates from the program, the survey has not been done yet. 8.3 Research and creative work output k and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement. GSCM has encouraged MA students to submit their academic papers to journal and national conferences. To fulfill the requirement of our MA program, all of students who enrolled in thesis credits must have one research publication, in a journal indexed by reputable databases or national conferences. For MA students who enrolled in independents study credits, it is not compulsory to publish their research project in journals or conferences. Additionally,

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 108 to get “A” , MA students who enrolled in independent study credits are required to have one research publication. For the faculty staff, most of them have been conducting research in communication, social sciences and creativity and publishing in the national and international journals. Consequently, the research publications have been incorporated in the teaching and learning activities as well as the content of each course. Since there are no graduates from the program, there is no data shown. 8.4 Data are provided to show directly the achievement of the programme outcomes, which are established and monitored. NIDA have been continuously conducting survey on the students’ satisfaction toward curriculum, teaching and learning facilities, and employers’ satisfaction toward recruiting NIDA graduates. The results are reviewed and analyzed by the planning and evaluation meeting at institution level. Then, the feedback given to the GSCM can be used as a guidance to improve learning and teaching strategies. 8.5 Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement. Because NIDA have been continuously conducting survey on the students’ satisfaction toward curriculum, teaching and learning facilities, and employers’ satisfaction toward recruiting NIDA graduates, the results are reviewed and analyzed by the GSCM staff members to improve learning and teaching strategies. This satisfaction rate toward learning environment and facilities, teaching and learning has been discussed in meetings and informal gatherings regularly. Ultimately, the level of satisfaction would be used as a benchmark for programme improvement.

รายงานผลการประเมินคุณภาพการศึกษาภายใน ศิลปศาสตรมหาบัณฑิต (การจัดการการสื่อสารด้วยการวิเคราะห์ข้อมูล) ปี กศ.2565 | 109 2.6 Strengths and Weaknesses Analysis AUN-QA Criteria Program Strengths, Weaknesses, Areas for Improvement AUN 1 : Expected Learning Outcomes Strengths; จุดแข็ง 1. ELOs are both specific and generic. 2. ELOs reflect stakeholders’ needs. 3. ELO clearly reflects vision and values of NIDA and GSCM. Areas for Improvement; จุดที่ต้องการพัฒนา - AUN 2 : Programme Structure and Content Strengths; จุดแข็ง 1. Being up-to-date and responsive to the need for human resource development in the era of data and AI. 2. The program is structured to constructively align with ELOs Areas for Improvement; จุดที่ต้องการพัฒนา 1. More input from professionals in the related industry is required due to the fastchanging nature of technology. AUN 3 : Teaching and Learning Approach Strengths; จุดแข็ง 1. Teaching and learning activities are organized using a student-centered approach 2. Learning activities facilitate students in achieving their high academic performance with the strong data analytics and communication management skills. Areas for Improvement; จุดที่ต้องการพัฒนา 1. The curriculum should include an assessment of students' skills before the start of the learning process, to provide data for collaborative lesson planning among instructors. AUN 4 : Student Assessment Strengths; จุดแข็ง 1. GSCM provides an adequate assessment system for the student and faculty staff to monitor progress for effective learning. 2. Appeal procedure is systematically and effectively implemented. Areas for Improvement; จุดที่ต้องการพัฒนา Assessment rubrics should be tested for validity and reliability and fairness of the students frequently and periodically. AUN 5 : Academic Staff Strengths; จุดแข็ง 1. Most academic staff are passionate to follow up the students’ academic and research performance. Areas for Improvement; จุดที่ต้องการพัฒนา 1. Promoting staff training and development in content related to the curriculum. AUN 6 : Student Support Services Strengths; จุดแข็ง 1. There is a good system for student admission. 2. There is an effective system of student learning. Areas for Improvement; จุดที่ต้องการพัฒนา 1. additional co-curricular activities among students from both curriculum (Inno Comm & Data Comm) should be considered. AUN 7 : Facilities and Infrastructure Strengths; จุดแข็ง 1. NIDA has well-equipped libraries. 2. There are up-to-date software programmes and IT for students to research and produce academic work.