Principles of Economics
Principles of Economics
To know the foundations of economics concept.
To understand economics and the current economy.
To understand the role of markets, national income, and other institutions in the economy.
To apply the knowledge of economics to every life.
To help the students apply the knowledge of economics to the current situation.
Knowledge about supply-demand equilibrium price theory; production and pricing and product types in the market. Understanding of national income, international trade finance, bank finance and economic development. Ability to analyze economic problems to show initiative and creativity in developing solutions to economic problems
The faculty member provides academic advice and guidance to students (individual/group)
6 hours/week.
The faculty member announces the advising schedule by the request of students such as Microsoft Teams System, Googles Classroom and application on electronic devices.
6 hours/week.
The faculty member announces the advising schedule by the request of students such as Microsoft Teams System, Googles Classroom and application on electronic devices.
Students must have morals and ethics in order to harmoniously live with others in society and act in the public's best interests. Instructors in each course must encourage students to develop morality and ethics in addition to the sciences listedbelow:
(1) Having a sense of public awareness and understanding moral and ethical values
(2) Possessing academic or professional integrity
(3) Self- discipline, diligence, patience, punctuality, and accountability to self, society, and the environment
(4) Human beings' worth and dignity must be respected
There are also courses that encourage students to develop professional ethics and
ethics, such as life and social skill development. Teachers can also add content related to
professional ethics and provide a standardized measure of morality in English for Work Skills
and the Art of Living. Every semester, we observe behavior during activities and assign a
morality and ethics score as part of the overall class behavior score. Students who receive
disqualification may be required to participate in additional social activities before graduating.
(1) Having a sense of public awareness and understanding moral and ethical values
(2) Possessing academic or professional integrity
(3) Self- discipline, diligence, patience, punctuality, and accountability to self, society, and the environment
(4) Human beings' worth and dignity must be respected
There are also courses that encourage students to develop professional ethics and
ethics, such as life and social skill development. Teachers can also add content related to
professional ethics and provide a standardized measure of morality in English for Work Skills
and the Art of Living. Every semester, we observe behavior during activities and assign a
morality and ethics score as part of the overall class behavior score. Students who receive
disqualification may be required to participate in additional social activities before graduating.
The curriculum provides a corporate culture to instill discipline in students by
focusing on attending classes on time and dressing according to university rules. Furthermore,
teachers must incorporate and promote moral and ethical aspects into all courses, as well as
encourage students to have a public mind. Instructors must also encourage students to
participate in academic and professional services to society, raise environmental awareness,
recognize and reward students who are well-behaved and selfless.
focusing on attending classes on time and dressing according to university rules. Furthermore,
teachers must incorporate and promote moral and ethical aspects into all courses, as well as
encourage students to have a public mind. Instructors must also encourage students to
participate in academic and professional services to society, raise environmental awareness,
recognize and reward students who are well-behaved and selfless.
Courses are evaluated by observing student behavior in a various areas,
including:
(1) Punctuality of students in attending classes, submission of work according to deadlines, assignments, and participation in activities
(2) Students' discipline and attention when participating in extracurricular activities.
(3) Responsibilities for assigned duties
(4) Honesty in work assignments and examinations.
2 Knowledge
including:
(1) Punctuality of students in attending classes, submission of work according to deadlines, assignments, and participation in activities
(2) Students' discipline and attention when participating in extracurricular activities.
(3) Responsibilities for assigned duties
(4) Honesty in work assignments and examinations.
2 Knowledge
Students must be familiar with the subject matter of the course they are taking.
This is a body of knowledge that students must know and understand in order to develop
abilities and skills. As a result, knowledge standards must include the following:
(1) Understand and have knowledge of both theoretical and practical principles
in the study content
(2) Be able to track progress and be interested in academics and technology in
the field of study.
(3) Capable of combining professional knowledge with knowledge from other
related fields.
This standardized learning outcome test can be completed by taking a placement exam, as well as both theoretical and practical tests throughout the course.
This is a body of knowledge that students must know and understand in order to develop
abilities and skills. As a result, knowledge standards must include the following:
(1) Understand and have knowledge of both theoretical and practical principles
in the study content
(2) Be able to track progress and be interested in academics and technology in
the field of study.
(3) Capable of combining professional knowledge with knowledge from other
related fields.
This standardized learning outcome test can be completed by taking a placement exam, as well as both theoretical and practical tests throughout the course.
The curriculum employs a variety of teaching styles that are student-centered, as well as the integration of teaching and learning with work (Work-Integrated Learning: WiL) and CDIO ( Conceiving – Designing – Implementing – Operating) , focusing on theoretical principles as well as the application of knowledge in a real- world environment and keeping up with technological changes. Furthermore, the course provides real-world learning by having students attending a study tour or inviting professionals with experience to be guest speakers on specific subjects, depending on the nature of the course and the subject matter of that course.
Students’ achievement and performance are used to evaluate students by
taking the measurements listed below:
(1) Quizzes;
(2) Midterm and final exams;
(3) The student's report
(4) Assignments
(5) Presentation in class
(6) Portfolio
taking the measurements listed below:
(1) Quizzes;
(2) Midterm and final exams;
(3) The student's report
(4) Assignments
(5) Presentation in class
(6) Portfolio
After graduation, students can develop themselves and pursue a career on their
own. As a result, students must develop intellectual abilities as well as recognize moral and ethical values. The teaching process must emphasize that students are capable of understanding the causes of problems, as well as concepts and methods for problem solving on their own. Students who complete the aforementioned teaching and learning process must have the following qualifications
(1) Have practical skills derived from applying knowledge and creativity, either
academically or professionally.
(2) Be able to apply knowledge to think and use it in a systematic manner.
The Cognitive Skills Learning Assessment employs a quiz that allows students
to explain concepts and methods of problem solving by applying what they have learned, or
it allows students to select a profession that is appropriate for the given situation.
own. As a result, students must develop intellectual abilities as well as recognize moral and ethical values. The teaching process must emphasize that students are capable of understanding the causes of problems, as well as concepts and methods for problem solving on their own. Students who complete the aforementioned teaching and learning process must have the following qualifications
(1) Have practical skills derived from applying knowledge and creativity, either
academically or professionally.
(2) Be able to apply knowledge to think and use it in a systematic manner.
The Cognitive Skills Learning Assessment employs a quiz that allows students
to explain concepts and methods of problem solving by applying what they have learned, or
it allows students to select a profession that is appropriate for the given situation.
The curriculum employs a wide range of student- centered instruction and Work-Integrated Learning / STEM Education that focuses on students to analyze the elements of different situations by using role- plays, simulations and case studies as examples for students to practice analyzing effective solutions.
Students are assessed according to the actual condition of the work and
practices such as
(1) Role play or simulation
(2) Selection of problem solving methods in various contexts
(3) Presentation in class
(4) Testing using quizzes or interviews
practices such as
(1) Role play or simulation
(2) Selection of problem solving methods in various contexts
(3) Presentation in class
(4) Testing using quizzes or interviews
General Education is related to interpersonal relationships. Therefore, students
must undergo experiential training in order to learn how to adapt to different people and groups. Instructors must introduce the following social etiquette and interpersonal skills:
(1) Have good human relations and social etiquette
(2) Have leadership and follower skill
(3) Able to work as a team and resolve conflicts appropriately.
(4) Can apply knowledge in science to help society in appropriate issues
Measurements and evaluations were made by observing students' behavior in
group activities both in and out of class and the feedback from internships.
must undergo experiential training in order to learn how to adapt to different people and groups. Instructors must introduce the following social etiquette and interpersonal skills:
(1) Have good human relations and social etiquette
(2) Have leadership and follower skill
(3) Able to work as a team and resolve conflicts appropriately.
(4) Can apply knowledge in science to help society in appropriate issues
Measurements and evaluations were made by observing students' behavior in
group activities both in and out of class and the feedback from internships.
The course is taught through the development of group activities and the
coordination of work with others, as well as through research interviews with experienced and
successful professionals. The curriculum anticipates the following learning outcomes in
interpersonal skills and accountability:
(1) Capable of collaborating with others
(2) Accountable for assigned tasks
(3) Capable of adapting to changing situations and organizational culture.
(4) Maintain positive interpersonal relationships
(5) Have both leaders and followers
(6) Understanding the culture of the person communicating with and being
able to behave appropriately for the time and customs of various cultures
coordination of work with others, as well as through research interviews with experienced and
successful professionals. The curriculum anticipates the following learning outcomes in
interpersonal skills and accountability:
(1) Capable of collaborating with others
(2) Accountable for assigned tasks
(3) Capable of adapting to changing situations and organizational culture.
(4) Maintain positive interpersonal relationships
(5) Have both leaders and followers
(6) Understanding the culture of the person communicating with and being
able to behave appropriately for the time and customs of various cultures
The course is evaluated based on the actual conditions of the students' work
and practice, such as
(1) Student behavior and expressions when presenting group reports in class.
(2) Behaviors manifested through participation in various activities
and practice, such as
(1) Student behavior and expressions when presenting group reports in class.
(2) Behaviors manifested through participation in various activities
In today's world, information technology plays an important role in both daily life and career. Students must be knowledgeable and skilled in the use of information technology as a tool for operational communication and personal development. As a result, students must develop skills in numerical analysis, communication, and technology along with morals, ethics, and subject knowledge. As a result, teachers must use teaching technology to prepare students as follows;
(1) Select appropriate communication methods and tools.
(2) Research, study, analyze, and apply technology to appropriately solve problems.
(3) Communicate effectively in Thai and foreign languages in a timely and culturally appropriate manner.
Measurements and assessments can be carried out during class by organizing activities in which students use information technology to study and research information to compile. Students are able to present and debate group viewpoints or plan activities to use information technology as a tool for communication.
(1) Select appropriate communication methods and tools.
(2) Research, study, analyze, and apply technology to appropriately solve problems.
(3) Communicate effectively in Thai and foreign languages in a timely and culturally appropriate manner.
Measurements and assessments can be carried out during class by organizing activities in which students use information technology to study and research information to compile. Students are able to present and debate group viewpoints or plan activities to use information technology as a tool for communication.
The course is taught using the Active Learning Approach. Students must be able to communicate, conduct research, and present the findings of their research using information technology in order to learn the following skills in numerical analysis, communication, and information technology use:
(1) Make use of information technology as a means of communication.
(2) Make use of information technology as a research tool.
(3) Make use of information technology as a presentation tool.
(4) Apply information technology correctly and in accordance with the customs
and practices of each social group.
(1) Make use of information technology as a means of communication.
(2) Make use of information technology as a research tool.
(3) Make use of information technology as a presentation tool.
(4) Apply information technology correctly and in accordance with the customs
and practices of each social group.
Measurement and evaluation are based on the actual conditions of the
students' work and performance as follows:
(1) The ability to communicate using information technology.
(2) The ability to study and research information using information technology.
(3) The ability to present using information technology.
(4) International situations and cultures require appropriate ethics and etiquette
in the use of information technology.
students' work and performance as follows:
(1) The ability to communicate using information technology.
(2) The ability to study and research information using information technology.
(3) The ability to present using information technology.
(4) International situations and cultures require appropriate ethics and etiquette
in the use of information technology.
กิจกรรมที่ | ผลการเรียนรู้ * | วิธีการประเมินผลนักศึกษา | สัปดาห์ที่ประเมิน | สัดส่วนของการประเมินผล |
---|---|---|---|---|
1 | 1, 4 | Class participation and attendance | 1-16 | 10% |
2 | 2, 3, 5 | Mid-term exam | 10 | 35% |
3 | 2, 3, 5 | Final exam | 18 | 35% |
4 | 2, 3, 4, 5 | Exercises, Case Study | 1-16 | 10% |
5 | 2, 3, 4, 5 | Assignments(Homework) | 1-16 | 10% |
Foundation of Economics by Robin Bade and Michael Parkin. 7e
Economic Principles: A Contemporary Introduction by William A. McEachern, 9e
Essentials of Economics by R.Glenn Hubbard and Anthony Patrick O’Brien, 4e
The Exploration of Economics by Sexton, 5e
Books, journals, websites and other documents related to Economics
Business Week
The Economist
Communication between students and teachers
Assessment and evaluation of instructor and course
Group discussion between the instructor and the students
The observation of the behavior of the students
Participation in the class discussion of the students
Academic performance of students
Verification of the assessment
Workshops for teachers
Classroom observation
Student Feedback
Exercises and assignments required to submit
Participation of the students assigned to the exercises assigned classmates listen and check for accuracy
Verification by the measure of the instructor
Improve teaching plan each year
Update course
Improve teaching method every year