Job Internship in Business Management
Job Internship in Business Management
Practicing skills and applying Business Administration (International Business Management)
knowledge learned in class
2. Learning new skills or acquiring new information about Business Administration (International
Business Management)
3. Enhancing attitudes or motivation toward Business Administration (International Business
Management)
knowledge learned in class
2. Learning new skills or acquiring new information about Business Administration (International
Business Management)
3. Enhancing attitudes or motivation toward Business Administration (International Business
Management)
1. Advisor, supervisor and apprenticeship students clearly understand the purpose of
internship and learning expectations.
2. Advisors and supervisor can suitably assign tasks, monitor and evaluate the trainee.
3. Students can learn and achieve as prescribed.
internship and learning expectations.
2. Advisors and supervisor can suitably assign tasks, monitor and evaluate the trainee.
3. Students can learn and achieve as prescribed.
Student gains practical experience in business administration through a period of internship in a public or private organization. Students will be required to work full-time with an exact job description and proper supervision by a company employee. The supervisor will be the student’s mentor and be responsible for the student’s performance. Evaluation for the subject will be based on work supervisor’s feedback and a report from the student regarding their experience. Detail of the report to be specified by the lecturer in charge of the subject.
Remarks: 1. The period of employment will be no less than sixteen continuous weeks.
2. The assessment of this subject will be either ‘S’ (satisfactory) or ‘U’ (unsatisfactory).
Remarks: 1. The period of employment will be no less than sixteen continuous weeks.
2. The assessment of this subject will be either ‘S’ (satisfactory) or ‘U’ (unsatisfactory).
at least 5 hours per week
1 Morality and Ethics
3.1.1 Moral and Ethical Learning Outcomes
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 listed below:
(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.
3.1.1 Moral and Ethical Learning Outcomes
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 listed below:
(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.
Teaching strategies for developing moral and ethical learning
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.
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.
Moral and Ethical Learning Evaluation Strategies
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.
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.
Knowledge
3.2.1 Knowledge learning outcomes
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.
3.2.1 Knowledge learning outcomes
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.
Teaching strategies used to develop knowledge
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.
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.
Cognitive Learning Assessment Strategies
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
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
Intellectual skills
3.3.1 Learning outcomes in cognitive skills
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.
3.3.1 Learning outcomes in cognitive skills
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.
Teaching strategies used to develop cognitive skills learning
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.
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.
Cognitive Skills Learning Assessment Strategies
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
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
Learning outcomes on interpersonal skills and responsibility
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.
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.
Instructional strategies for developing interpersonal skills and responsibility
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
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
Assessment Strategies for Interpersonal Skills and Responsibility
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
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
Operational skills as a professional (Hands-on)
3.6.1 Learning outcomes on operational skills as a professional (Hands-on)
1. Able to integrate knowledge from their studies with their own experience.
2. Able to use the knowledge and experiences gained from their studies as guidance for work. This can support business operations, problem solving, research efforts, personal development, and finally, community and social advancement.
3. Able to adapt themselves to social life, working life, cross-cultural experiences and a self-sufficient lifestyle.
4. Able to work on initiatives in a creative and systematic way. They can incorporate solutions to problems through applying thinking, analysis, and synthesis in an appropriate way.
3.6.1 Learning outcomes on operational skills as a professional (Hands-on)
1. Able to integrate knowledge from their studies with their own experience.
2. Able to use the knowledge and experiences gained from their studies as guidance for work. This can support business operations, problem solving, research efforts, personal development, and finally, community and social advancement.
3. Able to adapt themselves to social life, working life, cross-cultural experiences and a self-sufficient lifestyle.
4. Able to work on initiatives in a creative and systematic way. They can incorporate solutions to problems through applying thinking, analysis, and synthesis in an appropriate way.
| กิจกรรมที่ | ผลการเรียนรู้ * | วิธีการประเมินผลนักศึกษา | สัปดาห์ที่ประเมิน | สัดส่วนของการประเมินผล |
|---|---|---|---|---|
| 1 | Assessment from supervisor at workplace | 16 | 50 | |
| 2 | Assessment from university supervisor | 1-17 | 20 | |
| 3 | Attending activities (Orientation / post training) | 1, 17 | 15 | |
| 4 | learning outcome | Memorandum book/ Report | 17 | 15 |
evaluation form
Memorandum
Guidelines for trainees.
Guidelines for supervisor or trainee Department
Memorandum
Guidelines for trainees.
Guidelines for supervisor or trainee Department