FORMATIVELY ASSESSING EXPECTED LEARNING OUTCOMES OF STUDENTS IN THE BACHELOR OF BUSINESS ADMINISTRATION PROGRAM. MODERN RETAIL BUSINESS INNOVATION MAJOR FACULTY OF BUSINESS ADMINISTRATION MAEJO UNIVERSITY DEVELOPED USING ASIAN UNIVERSITY NETWORK-QUALITY ASSURANCE (AUN-QA) CRITERIA

Abstract

This research aimed to: (1) evaluate the expected learning outcomes of students in the Bachelor of Business Administration Program in Modern Retail Business Innovation,  (2) investigate supporting factors and obstacles affecting the achievement of expected learning outcomes specified in the curriculum, and (3) develop the expected learning outcomes of students in the Bachelor of Business Administration Program in Modern Retail Business Innovation, Faculty of Business Administration, Maejo University, which was developed using the ASEAN University Network Quality Assurance (AUN-QA) framework. This research utilized the entire population, comprising 163 students enrolled in the Bachelor of Business Administration Program in Modern Retail Business Innovation across all four academic years (enrollment codes 63-66). The research instrument was a questionnaire, and the data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation.

The findings revealed that the expected learning outcomes as perceived by students after completing each academic year were at the achievement level (= 3.90). Achievement was observed across all dimensions, ranked from highest to lowest as follows: skills in modern retail entrepreneurship with morality, ethics, and social responsibility (= 4.15); leadership skills and teamwork abilities, creativity, and good interpersonal relationships (= 3.98); critical thinking and systematic professional problem-solving (= 3.95); use of information technology in problem-solving and innovation discovery in modern retail business management (= 3.90); effective communication skills in both speaking and writing (= 3.87); application of modern retail business management concepts in retail innovation discovery (= 3.84); and key concepts of core business administration functions in accounting, finance, marketing, and management (= 3.62).

The study found that factors affecting the achievement of expected learning outcomes consisted of (1) personal factors, (2) factors related to surrounding individuals, and (3) factors pertaining to teaching and learning management. The approach to developing learning outcomes should emphasize improving the teaching and learning process to be more systematic, increasing activities that enhance strategic thinking skills and the application of knowledge in real situations, implementing integrated learning approaches, and applying digital technology in teaching and learning to elevate learning outcomes in accordance with international standards.