1. Basis for Implementing Quality Improvement Activities
Quality improvement activities at the Posts and Telecommunications Institute of Technology (PTIT) are implemented based on the Institute’s educational quality assurance regulations and the requirements of educational accreditation systems.
Improvement activities are conducted based on the following information sources:
- Results of institutional and academic program self-assessment;
- Academic program accreditation results;
- Survey results from students, alumni, and employers;
- Assessment of students’ achievement of learning outcomes;
- Feedback from lecturers and other stakeholders.
Quality improvement activities are implemented according to the PDCA (Plan – Do – Check – Act) cycle to ensure that quality enhancement is conducted systematically and continuously.
2. Quality Improvement Activities at the Institutional Level
In 2025, PTIT implemented various activities aimed at improving governance effectiveness and educational quality.
One of the key priorities was strengthening the Internal Quality Assurance (IQA) system through the issuance and revision of quality assurance regulations and procedures, while simultaneously enhancing the application of information technology in quality governance.
The Institute progressively implemented the electronic Internal Quality Assurance system (E-IQA) to integrate educational data, survey data, research activities, and human resource management on digital platforms.
The implementation of this system has improved the monitoring of quality indicators and supported institutional leadership in making quality improvement decisions.
In addition, PTIT strengthened survey activities and stakeholder dialogues with students, lecturers, and enterprises to collect feedback and improve learner support services.
3. Quality Improvement Activities at the Academic Program Level
At the academic program level, faculties implemented various improvement activities to enhance teaching and learning quality.
Academic programs were periodically reviewed and updated, focusing on revising course contents, updating new knowledge, and increasing practical courses, project-based learning, and enterprise internship activities.
The Institute continued implementing Outcome-Based Education (OBE), emphasizing the assessment of students’ achievement of learning outcomes through tools such as assessment rubrics, CLO data analysis, and capstone project evaluation.
Survey results from students and employers were also utilized to adjust curricula in order to improve alignment with labor market requirements.
4. Achieved Results
Through quality improvement activities, the Institute achieved several positive outcomes.
The quality of academic programs continued to improve, as reflected by the increasing number of accredited academic programs recognized as meeting quality standards.
Survey and stakeholder feedback activities have been conducted more regularly and systematically, contributing to greater transparency and accountability in quality management.
The implementation of digital quality management systems has also improved governance effectiveness and enhanced data analysis capabilities for quality improvement purposes.
5. Future Quality Improvement Plans
In the coming years, PTIT will continue implementing improvement activities aimed at enhancing educational quality and institutional governance.
The major priorities include:
- Further development of the electronic Internal Quality Assurance system (E-IQA);
- Expansion of international accreditation activities for academic programs;
- Increasing enterprise participation in curriculum development and review processes;
- Promoting a quality culture throughout the Institute.
Through the systematic implementation of improvement activities, PTIT aims to continuously enhance educational quality and progressively align with international standards in higher education.
List of Quality Improvement Activities in 2025
| No. | Identified Issue | Information Source | Improvement Action | Responsible Unit | Achieved Result |
|---|---|---|---|---|---|
| 1 | Some course contents had not been updated according to emerging technology trends | Curriculum review | Update course contents and introduce courses related to digital technology and artificial intelligence | Academic Faculties | Updated curricula with stronger practical orientation |
| 2 | Limited industry participation in training activities | Employer feedback | Strengthen cooperation with enterprises in internships and capstone project supervision | Faculties and Student Affairs Office | Increased number of students participating in enterprise internships |
| 3 | Student surveys were not implemented consistently | Internal survey | Deploy an online survey system and standardize survey procedures | Testing and Educational Quality Assurance Center | Surveys implemented periodically and systematically |
| 4 | QA data remained fragmented | Internal assessment | Develop an integrated electronic Internal Quality Assurance system (E-IQA) | Quality Assurance Center | Improved capability for monitoring and analyzing quality data |
| 5 | Learning outcome assessment lacked in-depth analysis | CLO/PLO assessment | Apply CLO analytical tools and standardized assessment rubrics | Faculties and Academic Affairs Office | Improved accuracy in learning outcome assessment |
| 6 | Facilities in some classrooms required improvement | Student feedback | Upgrade classrooms and provide additional teaching and learning equipment | PTIT Office and Service Center | Improved learning conditions for students |
