Musique Self-Evaluation Report College of Music by College of Music, Mahidol University

Self-Evaluation Report Program Review Bachelor of Music Program (B.M.) College of Music, Mahidol University NOVEMBER 2018

Contents Page 00. Introduction

- The production of the Self-Evaluation Report - Executive Summary-About The College of Music - History of the institution - The national music educational system

01. Institutional mission, vision and context

Page

02. Educational processes

Page

2.1 The programs and their methods of delivery 2.2 International perspectives 2.3 Assessment

03. Student profiles

3.1 Admission/entrance qualifications 3.2 Student progression, achievement and employability

Page

04. Teaching staff

4.1 Staff qualifications and professional activity 4.2 Size and composition of the teaching staff body

32 Page

Page 05. Facilities, resources and support

5.1 Facilities 5.2 Financial resources 5.3 Support staff

06. Communication, organization and decision-making

Page

07. Internal Quality Culture

Page

6.1 Internal Communication process 6.2 Organizational structure and decision-making processes

56 64 70 78

08. Public interaction Page 8.1 Cultural, artistic and educational contexts 8.2 Interaction with the artistic professions 8.3 Information provided to the public

09. Supporting documents

(https://www.music.mahidol.ac.th/musiqueBMannex)

Page

00 Introduction

The production of the Self-Evaluation Report

he College of Music, Mahidol University successfully participated in the MUSIQUE Institutional Review Process with a review team visit in June 2017. The results of the review were communicated to our university and other stakeholders, and it was agreed by the College Administration Team and the College of Music Dean, Dr. Narong Prangcharoen that we continue to pursue individual program reviews leading to accreditation, beginning with the Bachelor of Music Program with a review visit in November 2018. The Dean appointed the Bachelor of Music (B.M) Program Committee and the Committee Chair, Dr. Thanapol Setabrahmana, with the support of the College Administration Team, to form a working committee to prepare for the B.M. program review. Between February and August 2018 the working team met bi-weekly, and each domain was divided among the committee according to areas of expertise. Each committee member held meetings with related administration and support staff, faculty and students to assure participation by all stakeholders. The results were reported back to the committee and complied into a working draft of the self-study. In Mid-August, the self-study was presented to the College Administration Committee for comments and suggestions. The working team continued to compile resources for the Annex of documents and then prepare for the review team visit, in consultation with the MUSIQUE office. In late August, the self-study was submitted to a panel of faculty, support staff, and students for their feedback.

Executive Summary - about the College of Music

he College of Music, Mahidol University was established with an aim to produce music students of high quality, with good taste and with a social conscience. Such aims are reflected in all components that make up the College; the curriculum, buildings, and activities organized by the College etc. From its establishment to the present, the College has expanded, developed and progressed in all aspects, from teaching quality, number of students, buildings, social and international missions. The College retains huge potential for future expansion. The progress of the College of Music is the proof of the development in quality of all involved parties. The future of the College of Music is therefore not about the future of a music college, but about the future of a musical utopia in a borderless world. The first music school in Thailand to offer programs of study ranging from the high-school to doctoral level, College of Music now has over 130 full-time faculty at Salaya campus, serving over 1,200 students. The College comprises of ten buildings, including ongoing construction of the South East Asia Music Museum. The programs offered by the College of Music, Mahidol University include; â&#x20AC;˘ Pre College Program (Young Artist Music Program YAMP) offers four majors in classical music performance, Thai and Oriental music, jazz, and music theater â&#x20AC;˘ Undergraduate Program (Bachelor of Music) offers nine

majors in classical music performance, Thai and Oriental music, music theater, jazz, popular music, music composition, music technology, music business, and music education and pedagogy. • Master’s Programs can be divided into; Master of Music (M.M.) offers five majors in performance and pedagogy, collaborative piano, composition, jazz, and conducting. Master of Arts (M.A.) offers four majors in musicology, music education,

music business, and music therapy. Master of Arts Program in Music Education (Special Program for in-service teachers) • Doctoral Programs can be divided into; Doctor of Philosophy Program (Ph.D.) offers two majors in musicology and music education Doctor of Music Program (D.M.) International Program offers three majors in performance, composition, and conducting. Total number of students enrolling in the programs as of academic year 2018 is shown in the following table.

Program Pre-College - Young Artist Music Program Undergraduate - Bachelor of Music Master’s Program - Master of Arts in Music - Master of Arts (Special) in Music Education - Master of Music (International) Doctoral Program - Doctor of Philosophy in Music - Doctor of Music (International) Total

Thai

187 187 745 745 201 71 80 50 42 35 7 1,175

Number of Students International 8 8 25 25 9 3 6 5 5 47

Total 251 251 770 770 210 74 80 56 47 35 12 1,222

History of the institution

T 8

he College of Music, Mahidol University was the first music institute in Thailand offering comprehensive degree programs, including Pre-College, Undergraduate, Masterâ&#x20AC;&#x2122;s and Doctoral programs in many areas of music. In 1987 Mahidol University initiated the Academic Development Project with Assoc. Prof. Dr. Sugree Charoensook as project head, marking the first time that music courses were opened as electives for undergraduate students in Mahidol University. In 1989 the project developed into the formation of the Master of Arts in Cultural Studies with emphasis in music, as a new curriculum for the Institute of Language and Culture for Rural Developmentâ&#x20AC;&#x2122;s students. Then in 1994 a project was established to set up the College of Music under Mahidol Universityâ&#x20AC;&#x2122;s supervision with a curriculum program expanded and renamed the Master of Arts in Music with majors in music education and musicology. After its establishment, the College continuously expanded its academic programs with the opening of the Bachelor of Music program in 1998. The B.M. included majors in classical music performance, jazz studies, Thai and Oriental music, and music technology. In 2001, the College introduced a three year Pre-College program with the aim to provide senior high school students with proper knowledge in music suitable for further studies in the undergraduate level. The Ph.D. in music education and musicology, the first of its kind in Thailand, was offered in 2005 in order to develop music performers, scholars, teachers and researchers to serve the society. Finally the Doctor of Music program was introduced in 2014. A key strength of the College are its strong facilities, including buildings with dedicated rooms for teaching, rehearsal, organization and administration, auditorium, music library and

centers of music electronic media/information, laboratories for music business and music therapy, the South East Asia Music Museum, the Pre College building, and the Prince Mahidol Hall. The College of Music operates three Music Campuses for the General Public (MCGP), a project aimed at developing the quality life for the society, to provide children with music studies, and to provide strong music background for those interested to pursue their music study at Mahidol. Over 3,000 students attend programs at the three MCGP campuses. The College established the Thailand Philharmonic Orchestra (TPO) in 2005 as a resident professional orchestra to provide performance opportunities for outstanding musicians, and to serve as an example of how to create and manage a professional level music organization for society. This 95-member symphony orchestra is made up of musicians from more than 15 nations. The TPO has been active in recording traditional Thai songs, Western classical music, and new works from internationally recognized composers, and has produced 10 CDs of those works.

The national music educational system

ormal education in Thailand is operated under the supervision of the Ministry of Education. In general, sub-organizations that supervise the educational institutions’ operations differ according to the student’s age levels as follows: • Pre School Education: (ages of around 0 – 5) • Elementary Education (approximate age 6 – 11) • Lower secondary school (approximate age 12 – 14) • Upper secondary school (approximate age 15 – 17) • Higher Education (approximate age 18 up) Vocational Education (approximate age may vary depending on vocational category. Most vocational education starts at the age of 15) Since the music education programs offered by College of Music include both vocational education (for the pre-college level) and higher education (for the undergraduate level and above), supervisory bodies related to the College’s operations are Office of the Vocational Education Commission and the Office of the Higher Education Commission, respectively. Throughout the past decade Thailand’s higher education curriculum development and management has been conducted under the “Thailand Qualification Framework” (TQF), a framework established to ensure that Thailand’s higher education institutions provide good quality education. The framework include criteria for the higher education institutions to meet, including teacher education background, program progression from one level to the next, expected learning outcome, consistency between the amount of course content and time spent, program structure, and monitoring procedures. The TQF system focuses mainly on expected learning outcomes. In most cases, the higher education program must be structured to include five domains of learning outcomes, namely knowledge, numerical analysis, communication and IT skills, interpersonal skills and responsibility, cognitive skills, and ethics and morals. In the case of the College of Music, another domain “psychomotor skill” was added to be the sixth domain, due to its performance oriented nature.

01 Institutional mission, vision and context

Institution’s mission and vision

hroughout the 24 years from its establishment, the College of Music, Mahidol University, has operated under the vision that says “College of Music, Mahidol University is an international standard music institute.” To realize the College’s vision, the mission of the College “to excel in music education, research and creative works, and academic services” has been followed for decades. Under the leadership of the Dean, Dr. Narong Prangcharoen, who has held the College’s deanship since September 2017, a new vision has been developed and incorporated into the College’s strategic plan. In establishing the mission and vision <Annex 1-1> brainstorming and communication have been done between the management committee and teaching and support staffs in accordance with Mahidol University’s strategies <Annex 1-2 >. Various communication methods, including staff and faculty meetings and printed documents, were used to disseminate the mission and vision statement internally. In addition, communication was made externally through the College website, e-bulletins, brochures, and strategic plan documents to communicate the vision and mission to the public. Working within Mahidol University’s framework of vision and mission, the Dean’s vision statements are as follows; Vision: College of Music, Mahidol University is to be a leader in music education in Southeast Asia and the World; to create a system that is sustainable and efficient; and to contribute to society

Mission: To excel in music education, research and creative works, and academic services In addition to the mission and vision, the College established its philosophy and resolution. The University’s motto and organization cultures are also used by the College. Philosophy: Music is the art of philosophers. Music is a “dress” of civilization. Resolution: To produce musicians who have morals and talent. Motto:Do unto others as you would have others do unto you. Organizational Culture: M – Mastery, A – Altruism, H – Harmony, I – Integrity, D – Determination, O – Originality, L – Leadership To achieve the mission and vision and to support Mahidol University’s vision to be a world class university, the strategic aims were set in relation to each of the mission statements as follows:

1. To be a leader in music education in Southeast Asia and the World • Supporting excellence in music education • Infusing technology to the teaching and learning systems • Developing and maintaining high-quality facilities and an appropriate environment for creativity • Connecting to partner international institutions for exchange and dual degrees • Involve visiting world class artists in College’s activities • Branding for College of Music, bring inspiration, imagination and innovation to every life and soul 2. The College also creates a system that is sustainable and efficient by focusing on the following: • Connecting the College of Music to Mahidol University’s working systems • Supporting faculty development via funding for research and creative works • Ensure a good quality of life for students, faculty, and staffs • Aim to create musicians and educators who will work successfully and create jobs in the market • Developing the College to be a center for music networking at the national and regional levels • Soliciting endowment funds to support the institution and the activities 3. Contribution to Society For academic services, the College is heavily involved in connecting with society at large and the local community. Most of the concerts at the College contain discounts for student-age

audience. The Thailand Philharmonic Orchestra organizes regular pre-concert talks before performances, as well as concert programs that target a new generation of audience, in addition to its regular classical-based program. The College also works to develop itself to be the center for Thai and Southeast Asian traditional and folk music, as shown in the creation Southeast Asian Music Museum, as well as annual rituals that showcase Thai traditional music.

Rationale for the programme and its unique features

he Bachelor of Music program aims to produce graduates with music performance, academic, and application skills, with ethics and social responsibility, and good professional attitude. This is achieved by the various methods of program delivery together with extra-curricular activities (project based learning). Compared with peer national and regional institutions, the College of Music has the following unique features â&#x20AC;˘ The institution offers comprehensive programs both vertically (pre-college through doctoral) and horizontally (from performance to music application, e.g. Music Technology and

Music Business Major, to academic-focus such as Music Education major. • Vertical: The College’s pre-college program (Young Artist Music Program – YAMP) enhances quality of students entering the Bachelor level, while the presence of master’s and doctoral program opens up study opportunities for the BM graduates. • Horizontal: resulting in all elements of the programs being supportive to each other (e.g. orchestra recording class, a stage production performance (e.g. opera) that may involve many departments (voice, TE, BU, PE).

• In addition to academic components, project-based learning is also a major part of student learning. It is fair to note that most of the students are given opportunities for having at least a part in big national or international level project held throughout a year. • State-of the art facilities: Teaching and learning facilities are considered to be of the highest quality, which enable the College to sufficiently service the College’s teaching and learning activities, as well as various music activities both in the national and international levels. Facilities include musical instruments, practice studios, classrooms, rehearsal spaces, and concert venues, which can be equivalent to world’s leading music institutions. • Highly-inspiring environment: In addition to its exceptional teaching and learning facilities, the construction projects also include the creation of statues and art object that are not only inspiring but depict the history and knowledges of music evolution in the region. • Thai traditional music elements: The element of Thai traditional music has a role in the curriculum. In addition to the existence of the Thai and Oriental music major, all students enrolled in the program must be knowledgeable of Thai music performance, theory, and history of Thai music. This feature provides the students not only the understanding of the local culture,

but also the opportunities for any future music and academic creativity that may encompass transcultural elements.

Elements and factors involved in determining admission capacity and profile

n order to provide appropriate teaching and maintain the learning environment for the Collegeâ&#x20AC;&#x2122;s community, the admission process focuses on the skills of the applicants. Quality level can refer to level of YAMP graduate while the system should be designed to also make it workable for potential students from outside too. Student numbers, however, are crucial in order to run the program and ensembles. The admissions department creates an admission system that consists of four rounds of examination per year in order to seek applicants that can meet the needs of the College both in quality and quantity.

Reflection

Although recent development in the curriculum and educational systems of the Collegeâ&#x20AC;&#x2122;s own pre-college program has resulted in huge improvement in the quality of students admitted to the program, such improvement has also caused a new issues regarding differences in performance level between students from YAMP and outside. Therefore, more measurements, including the placement and exemption of courses regarding music theory, history, and performance will be reviewed in the near future.

Reflection

Another admission problem faced is the difficulty in balancing student structure (e.g. lack of some particular instruments, lots of electric guitars). The undergraduate program has experienced a big challenge in constructing large ensemble due to shortage of particular instruments (e.g. classical viola and French horn and jazz trombone) and surplus of others (e.g. electric guitar in popular and jazz styles). Currently, the scholarship system has been reviewed in hope for the better balance of student structure.

The goals of the educational program and how they have been identified and formulated

The structure of the program was initially constructed based on the national framework (TQF) together with Mahidol Universityâ&#x20AC;&#x2122;s extension to the framework to develop towards outcome based education (OBE). As a result, the program structure is designed to ensure that the following outcomes are achieved <Annex 1-3>. Standard Learning Outcome (as required be national TQF): 1) ethics and morals 2) knowledge 3) cognitive skills 4) interpersonal

skills and responsibility 5) numeric analysis, communication and information technology skills and 6) psychomotor skills Program Learning Outcomes (as required by the Universityâ&#x20AC;&#x2122;s OBE system): 1) self-development 2) ethics 3) social skills 4) general music skills 5) analytical & research skills 6) advanced specialized music skills (according to the studentâ&#x20AC;&#x2122;s major)

Reflection

While some outcomes are achievable through “practice” e.g., ethics through student affairs system, international experiences through international project, these haven’t really been recognized by the university, as well as national education authorities, since they seem to recognize only curricular activities (subject). Hence, despite our effective systems that provide ethics, for example, university still requires us to have a lot of “ethical” content in course requirement (e.g. in many course descriptions).

Collected statistical information

n the institutional level, according to the College’s strategic plan, key performance indicators (KPIs) <Annex 1-4> are defined to practically measure operational success, efficiency, and effectiveness. The KPI results obtained are then used to review and further improve operations with an aim to achieve the goals set with the KPIs. The expected operational results have continuously been set and reconsidered for future improvements. In addition, current student information, including name, instrument, major, for instance, are available in the College’s web-based IT system called “College of Music Mahidol University Academic System” or “COMMAS” in order to allow the department chairs and program committee to manage the balance in accepting students and follow each student’s length of study. There is also an office that is assigned to collect graduates’ employment data, as well as their accomplishments and awards This information, especially regarding alumni, is taken into account with the additional comments from the stakeholders during the program revision process.

Equal opportunities

lthough equal opportunities are not stated clearly in the College’s (or the University’s) strategic plan, the College follows the concept of “Education for All” when recruiting students. The College has continuously implemented inclusive education policies and accepted disabled students <Annex 1-5>. The College does not discriminate in offering access to educational programs and employment on the basis of race, disability, gender, age, religious background, and sex. Another example of the College’s concerns on equal opportunity is the “Salaya Link” project, which provides bus services between the College and the Bangkok Mass Transit System. The Salaya Link project won a universal design award for its facilities that enable wheelchair to enter and exit the bus.

02 Educational processes

2.1 The programs and their methods of delivery Program design and approval processes

The design and review of each program needs to pass through and be approved by various College and university committees as will be detailed below. Generally, program design and revision are administered by the Bachelor of Music program committee appointed by the Dean of the College which include representatives from various majors. The program can be divided into two paths as follows: 1) applied music concentration majors (classical performance, jazz, popular music, Thai and eastern music, composition, and musical theatre) and 2) music academic concentration majors (music business, music technology, and music education). Led by the Program Chair, the committee meets bi-monthly to discuss and summarize curriculum design, including the program’s general information, structure and study plan, learning outcomes, teaching and evaluation strategies, among others. In addition to each committee meetings, all program chairs also meet monthly with the Dean and the Associate Dean for Academic Affairs to oversee and supervise the progress of the program design and revisions <Annex 2.1-1>. After summarization of the program design, program information is integrated to create a program book entitled “TQF 2”. TQF is the national framework launched to support and ensure the equivalence of the academics awards granted by higher education institutions in Thailand. For the Bachelor of Music program, the TQF 2 must also be reviewed by the Program Development Committee that includes three external musical experts. Upon completion, the completed TQF2 is submitted to the College of Music’s Board of Administration to be internally approved and then submitted for approval by the University as follows. First, the TQF 2 is submitted to the University’s Undergraduate Program Review Committee, the University Committee, and lastly the University Council. After the TQF 2 is approved by the University Council, the College of Music can begin offering the program and the approved TQF 2 will be submitted for acknowledgement by the Office of the Higher Education Commission, which requires that all higher education programs be reviewed and revised every five years <Annex 1-3>. Curriculum design is communicated to the individual

departments. Program meetings are held once a month between Academic offices and program chairs. Academic meetings are held once every two months between Academic offices, program chairs and heads of departments. Full-time faculty meetings are held every two months. The meeting is between the management and all full-time teaching staff. Part-time teachers are communicated through department chairs to ensure the same teaching standard.

Reflection

Due to the Office of the Higher Education Commissionâ&#x20AC;&#x2122;s requirement that all higher education programs be reviewed and revised every five years, we are running under two curricula, beginning this academic year (2018). There is a change in curriculum (both major and minor changes). Therefore, there is some confusion for some students. However, we are working on clarifying those changes to our students and faculties to be more effective and easy to understand

Program objectives and learning outcomes.

ur program is designed based on six program learning outcomes, namely, 1) Application of knowledge and ability to create works, 2) Ethics and morals, 3) Interpersonal, living, and social skills, 4) Musical skills (both performing and theoretical), 5) Research, information technology, and analytical skills, and 6) Demonstration of the competency according to the degree’s majors. All six learning outcome are mapped and aligned with the nationally required competencies, namely, 1) ethics and morals 2) knowledge 3) cognitive skills 4) interpersonal skills and responsibility 5) numeric analysis, communication and information technology skills and 6) psychomotor skills. Moreover, In each of the six learning outcomes, more detailed outcomes are specified to ensure alignment with the College’s vision: 1) to be a leader in music education in Southeast Asia and the world, 2) to create a system that is sustainable and efficient, and 3) to make contributions to society.” For example, Program Learning Outcome 5 “the Research, information technology, and analytical skills” is aligned with the TQF “Cognitive Skills” outcomes, which are further divided into expected outcomes

of analytical skills, knowledge application skills, and problem solving skills. In addition, strategies for teaching and evaluation of each of the six learning outcomes are also specified. There are nine majors in the Bachelor of Music program. Each major contains both compulsory and elective courses which are designed to ensure that students completing the program meet all learning outcomes. To achieve this goal, a curriculum map is used to explain the relationship of each subject offered to the above six learning outcomes. The Curriculum map is included in section 4 of TQF2 <Annex 1-3>. The College recognizes the importance of student English proficiency in its programs, which is in response to the liberalization of ASEAN Economics Community, as well as the College’s vision of the “College of Music, Mahidol University is an international standard music institute”. There are specific language policies set forth for the undergraduate level program. Firstly, a number of English language courses are included in Bachelor of Music program <Annex 1-3>. Secondly, English proficiency tests are required as a graduation requirement for all undergraduate majors. <Annex 2.1-2>. In the new curriculum, starting from academic year 2018, students will be required to graduate with qualified English language score according to the policy of Mahidol University exit English requirement. In addition, approximately 35% of the faculty members are of foreign nationality <Annex 4.2-1>. The international quality of the faculty structure requires the students to develop their second language capability throughout their studies.

Reflection

Most of our students are from various part of Thailand, where the standard in English language is very different. The College of Music works to address this problem by offering a one-month English foundation course to help students improve their English before entering the program. The one month period, however, is found to be insufficient for some students. Therefore, the program will be working for scheme for further improvement of the student’s English proficiency.

Connection/progression among programs

ince the College offers various degree programs from PreCollege to Doctoral levels, the programs are designed to ensure that the content progresses seamlessly from one level to another. In developing the curriculum, there are meetings involving all program chairs to discuss issues about the consistency and continuity of the program tracks. There are policies that specify how students can continue from one to the higher level considering the students’

result such as overall grade point average, and results in theory and musicianship subjects <Annex 2.1-3>. The diagram below shows how the program advances from the pre-college to the doctoral level. It can be seen that in the graduate level, programs are designed to serve the needs of those pursuing both music academic (M.A and Ph.D) and applied music (M.M and D.M) paths.

Studentâ&#x20AC;&#x2122;s opportunities to develop individualized study profiles

tudents can choose to pursue their study in the major that best fits their needs and specialization. At the undergraduate level, the program can be divided into applied music concentration majors (classical performance, jazz, popular music, Thai and eastern music, composition, and musical theatre) and music academic

concentration majors (music business, music technology, and music education). To provide for the graduatesâ&#x20AC;&#x2122; future educational plan, graduate programs have been offered for both paths. Those with applied music ability or interest can pursue the Master of Music and Doctor of Music, while those interested in the academic side of music can pursue the Master of Arts (M.A.) and Doctor of Philosophy (Ph.D.) route. The structures and methods of delivery of each program offer the students flexibility and opportunities for each students to develop their own artistic identity. A total of 12 credits are allocated for music electives and free electives. The course structure and study plan are included in section 3 of TQF2 <Annex 1-3>. In the area of applied music development, which can be considered to be the core of study in applied music programs, the College offers two hours of private lessons per week, with the second private lesson hour allowing students and teachers to tailor the learning processes to the studentâ&#x20AC;&#x2122;s individual needs and abilities. Student can choose to study a minor instrument other than his/her first (major) instrument. The second instrument can be studied in the form of private minor lessons or group instrumental lesson, or ensemble group, depending on how in-depth the student would like the lesson to be. To complete the program requirements and depending on major and level, students must complete a final project, in the form of recital or internship. With the guidance from the instructor, the final project provides the students opportunities for

self-development in the area of their interest <Annex 2.1-4>. In addition to the course structure given in the curriculum, the College provides extracurricular educational activities throughout the academic year (seminars, workshops, master classes, and clinics, etc.) in music performance, composition, and all related areas, such as pedagogical methods, music business, and music technology.

Reflection

The College recognizes the limitations of flexibility for students in the B.M. curriculum, in comparison with some modern international curriculums that are pursuing higher percentages of freedom to construct individualized plans of study. The requirements set by the TQF system limits the amount of free electives and certain products, like dual majors, are not allowed under the existing TQF framework. Working within the required framework, the College tries to support each studentâ&#x20AC;&#x2122;s individual interests with active advising and offering options such as

minor lessons and independent studies, so that needs can be met within the required structure.

Delivery

n delivering the programs, many different teaching methods are utilized including; 1. Applied Private Lessons are used for delivering applied music lessons (both for major and minor instruments/voice) as well as lessons on music composition. The private lesson for the major area is given two times per week. A final jury examination for all performance private lessons is done before a jury committee each term. 2. Instrumental/Practical Group Lessons are used mostly for the development of studentâ&#x20AC;&#x2122;s musicianship skills such as ear training, keyboard skills, and voice classes. In addition, group lessons can be used for other areas such as the studentâ&#x20AC;&#x2122;s second instrument (e.g. group violin class, group jazz piano class, etc.) and conducting. In the academic area, practical group lessons are provided in the form of laboratory, which is used mostly in the subjects in the areas of music business, technology, and education. 3. Ensemble Lessons can be divided into small ensemble (e.g. string quartet, popular

combo, jazz combo, etc.) and large ensemble (e.g. symphony orchestra, symphonic choir, Mahori (Thai Large Ensemble), and jazz orchestra). In assessing the class, the student ensemble must play in a public performance. 4. Classroom Lessons are used mostly for theoretical, general education, or history classes. 5. Independent Study/Practicum/Internships are designed for the student to serve the student’s self-development, with guidance from the instructor, including recital, thesis, and the subjects in the categories of “Special Topic” or “Independent Studies”.

Role of research

T 26

he College acknowledges the importance of research in the offering of the program. Throughout the undergraduate program, 30 out of 139 credits are allocated to the group of “General Education”, while some amount of credit hours is given to the history, literature, and pedagogy subjects. Most of the subjects in this group involve writing and research assignments. In the academic concentration major (music business and music education), research subjects are compulsory for completion of the program. For applied music majors, recitals must be presented during the years of studies. In doing recitals, the student is advised by his/ her advisers and needs to do in-depth studies of the pieces to be performed. In addition, the program requires that advertisement materials (e.g. posters and other online advertisement) and program notes must be done in accordance with formats and quality standards established by the program. College’s faculty members are encouraged to produce academic and creative works continuously. Of the total of 137 faculty members, approximately 100 have been actively involved in doing academic and/or creative works since 2013. The College’s own “Music Journal”, a monthly academic journal owned and administered by the College, as well as our newly launched bi-annual peer reviewed “Mahidol Music Journal”, serve as an outlet for

the faculty’s academic works. The opportunity for faculty to do research helps to update and widen their knowledge and skills. This allows faculty to be able to contribute more with the program curriculum as well as the method of delivery in faculties’ teaching routine. Looking at the word ‘research’ in a wider perspective, there have been many other activities that encourage the student to do original and creative works in their field of studies. These include activities such as Thailand Philharmonic Orchestra (TPO), Thailand International Jazz Conference (TIJC), Jean-Marie Londeix International Saxophone Competition (JMLISC), Thailand International Piano Competition (TIPC), and The Thailand International Composition Festival (TICF), among many others.

Reflection

Most of the teaching staff at the College of Music are involved actively in music performances and various kinds of artistic and creative works. In order for the teachers and the College to make use of such works for further benefits such as academic promotion and to receive research funds, the works need to be recognized as equivalent to research or creative works by the definitions and requirements given by Commission on Higher Education, many of which are still unclear. As a result, the College has a low number of teachers with academic ranking, compared with other disciplinary areas. The College is now working on clarifying the definitions with the university and the Office of Higher Education at the Ministry of Education, and clarifying the requirements and collecting information on creative works done by faculty members with a long term aim to increase the number of academic promotions. Last year’s MUSIQUE Process and results did allow for a much needed opening to discuss this at the university level.

Student critical reflection

he College provides a web-based IT system entitled “College of Music Mahidol University Academic System” or “COMMAS” to carry out such administrative tasks as registration, class schedule, teaching assignments, teacher evaluations and many others. At the end of every semester, the student is required to complete an evaluation for each of their teachers. The evaluation form is both for students to evaluate themselves as well as evaluate the instructors for the subject that they registered. Besides COMMAS system, the students are able to submit a request and/ or complaint during the semester. The request, and complaint received will be taken care by the management officers in charge.

Supporting student creative/ musical/artistic work

tudents have opportunities to present their creative works in various venues both inside and outside the College throughout the academic year. In accordance to the program requirements, the students can present their creative, musical, and artistic works through the performance in several recitals (for performance major: junior recital and senior recital, and for music education major: first year, second year, and lecture recital), ensemble class performances (which occasionally feature the student’s original composition and arrangement), etc. <Annex 2.1-5>. Moreover, students have various opportunities to perform or have works performed at many international festivals and conferences hosted by the College throughout the academic year, e.g. Thailand International Composition Festival (TICF) and Thailand International Jazz Conference (TIJC), and Thailand International Piano Competition (TIPC). Students of the College also attend various local, regional and international competitions regularly <Annex 2.1-5> includes the list of numerous musical and academic events and activities that are held throughout the academic year to provide opportunities for students to

present their creative, musical, and artistic works.

Student academic, career and personal guidance

cademic/Career guidance are provided in the undergraduate program. At the tertiary level, guidance for students is provided in many capacities. First, in the first session on the orientation day, the students are given academic information, information on living on campus, as well as various recommendations from the Dean and management officers. In the second session, the students meet with the department chair, as well as faculties and students in their department to receive detailed information and recommendations about studying in their major. On the orientation day, the new student receives the Student Handbook with complete information about the College and the program <Annex 2.1-6>. During the period of studies, the department chair appoints for each student an academic advisor, which will provide advice regarding academic, career, and personal behavior. Another mechanism that helps provide professional advice to the students is the instrumental, small ensemble, or studio classes held by the faculties in charge of each instrument or major. These instrumental or studio classes provide lesson and recommendation both on musical, personal, and professional issues.

2.2 International perspectives Strategy for offering international perspectives and experiences

ahidol University has a Globalization Strategy which influences the direction of the College’s International strategy <Annex 2.2-1>. The College of Music has a strong vision provided by the Dean and to create an institution that will be a leader in music education in Southeast Asia and the World. < Annex 1-1>. Being a large music institution in a smaller developing nation, sustained focus on internationalization allows for an increased local, regional and international perspective among students, teachers and support staff. One of the major ways to emphasize this multicultural environment is through language awareness. The College of Music is a multilingual environment. Several degree programs are “international” and taught completely in English but “Thai” degree programs are taught in a mixture of Thai and English depending on the instructor, and students entering the College are aware of this. Most teachers and staff have a good level of English, and all students have substantial English language degree requirements, both barrier and curricular, and especially the exit English requirement in the new curriculum. The College receives a large number of guest lecturers each year and the instruction is in English. Exchange students are expected to have a level of English competency. Special arrangements are made for international students at the undergraduate level to teach general education courses in English to those without strong Thai language skills.

Programs/extra-curricular activities and the students’ international perspectives

ll students benefit from regular exposure to visiting international guests. The International Relations office supports programs for each College department to work with international visiting artists and scholars. In addition, many guest artists who join the Thailand Philharmonic also interact with students, faculty and staff, during their residencies. Finally, the College provides each department with budgets to allow for international artist and scholar visits – so that student exposure to international perspectives is ongoing and regular <Annex 2.2-2>. For undergraduate students, many have opportunities to travel aboard via formal department or college activities, or informally through teacher encouragement. We also provide a semester exchange program opportunities for students with partner universities that have signed exchange agreements the College. College’s participation in international partnerships and exchanges The College cooperates with many parties and music academies. Currently there are 40 active MOU agreements with partner schools. The College prefers to maintain “active” partnerships with strong peer partners that see events, visits and activities organized on a regular basis <Annex 2.2-3>. In addition to these partnerships, the College is a member of two international educational alliances; the Pacific Alliance of Music Schools (PAMS) and the “Belt and Road” International Music Education Alliance. These alliances serve to further connect to the College to other schools to create student and staff opportunities. The Southeast Asian region is a major point of emphasis with regard to international partner engagement. The College provides financial and staffing support for the Southeast Asian Directors of Music (SEADOM) Association, and hosts the association offices at the College. SEADOM is the major outreach vehicle for the College with neighbouring Southeast Asia music institutions

Collegeâ&#x20AC;&#x2122;s support for students and staff

ll students are encouraged to participate in exchange programs. Teachers are encouraged to develop international relationships that produce research or performance collaborations. The University provides an â&#x20AC;&#x153;Academic Mobility Programâ&#x20AC;? which funds teachers to visit partner schools, with a focus on partners in the ASEAN +6 region. Selected student mobility projects are financially supported each year, also focusing on the ASEAN region. During the academic year 2017-2018, 10 inbound and 7 outbound students participated in exchange programs. The B.M. curriculum, through integration of required and elective courses is designed to ensure that all students reach learning outcomes listed in the Thailand Qualification Framework. Despite the large number of required courses and a strict university attendance policy (attendance minimum is 80%), the B.M. curriculum allow flexibility for students to engage in international exchange and collaboration. The College honours academic credits awarded to students by recognized foreign institutions and partners. The International Relations office actively promotes collaboration and project opportunities open to all students who meet exchange qualifications on a first come, first serve basis. Some specific short-term projects involve students based on recommendation of program directors, faculty and the Dean. The College subsidizes selected projects each year.

Each year, there are dozens of international artists and scholars visiting the College who offer master classes, lectures and performances. With the College’s extensive facilities, it is able to accommodate these, and most are coordinated by individual departments, or in collaboration with the International Relations office. With regard to professional development, the College has a yearly “Professional Development Fund” grant. All teaching and support staff at the College of Music are eligible to apply in order to further develop their professional skills in multiple areas such as performing or participating in conferences etc.

College’s support for international students 30

he College of Music accepts foreign students who apply and proceed through the application process. For international students, either from exchange programs or from the normal application process, college offers the initial support through the education office. The education office will communicate with student’s advisors in order to provide student’s background, so that the students will be guided effectively. Moreover, the College also provides international students a peer or buddy system to assist them to adjust to their new environment.

International teachers and the development of teacher’s international expertise

he College has committed to having an international teaching faculty since its founding. Currently there are 45 full- time international teachers from 15 different countries teaching at all levels and in all degree programs. Providing international experience to all teachers, especially Thai instructors, is a priority, and most have had opportunities for international study or shorter term visits to international partners for professional development. In addition, promising young Thai faculty have opportunities to receive scholarship funding

from the University to support graduate school study abroad. To date, over 10 teachers at the College have received this scholarship and have studied and returned, or are current in process.

Reflection

The issue of language of instruction has been discussed at length in faculty and academic committee meetings and it is strongly felt that it is the College’s duty to maintain and strengthen English proficiency among the College students, especially Thai nationals. The College’s placement at the geographic center of Southeast Asia, and its strong infrastructure and fiscal position create a selfimposed challenge to serve as a strong resource center for neighboring music academies. This challenge has directly led to initiatives focused on regional connectivity such as SEADOM.

2.3 Assessment Assessment method and criteria

n performance-related subjects, especially the major and minor performance private lessons, evaluations are based on both formative assessment (progression of the student during the semester) (50%) and summative assessment (the “Jury Exam”) (50%). The Jury Panel for each student consists of at least three members, including the student’s private lesson teacher and at least two other members appointed by the department chair. The evaluation of the student progression and the final Jury Exam result will be done by the private lesson instructor and the chair of the Jury Committee, respectively. Furthermore, the grades and marks for the “progress” and “final Jury Exam” are submitted separately in the COMMAS System. As a result, students needs to perform well both during the semester and on the Jury Exam date to ensure favourable academic results. In the Jury Exam, the Jury Form is written by each Jury member to include assessment and constructive recommendations for the student in musical, technical, and artistic aspects. Also, the grades and/or marks will be given to each part of the exam. After the Jury Exam, the Jury Forms are available for review by students for their own development < Annex 2.3-1>. On the theoretical subjects, detailed information regarding student’s assessment is included in the course syllabi given to the student on the first day of class, including information on how the exam will be done, how the scores are allocated to each class activities, the definitions of each grade, etc. <Annex 2.3-2>. In the instrumental or practical classes, including classes on instrumental skills, ear training, dance, improvisation, and others, the evaluation can be based both on practical and theoretical evaluation. In giving the final grade, the instructor records the grade (including both grades and

marks) into the COMMAS system for the department chair to review and approve. During this process, the department chair can review the grading of each instructor to ensure of the consistency and fairness in the instructor grading. In cases where the student has questions about the grade, he or she can discuss with the instructor or the through department chair, or make an appeal through the COMMAS system or through the student appeal system available in the Office of the Student Affairs < Annex 2.3-3>. Moreover, the COMMAS system can be used to access in each subject assessment as well as to provide assessment criteria. The COMMAS system is easily accessible by students and staff <Annex 2.3-4>. In the degree performances (e.g. first year recital, second year recital, lecture recital, junior recital and senior recital), the committee must include at least three panel members.

Feedback to the students

he assessment of performances is undertaken as follows: A Jury and Recital Evaluation forms is a report written by the jury members. In the forms, the jury members provide constructive feedback to the students as well as a number score for each pieces/songs. Evaluation forms are provided to students two weeks after the jury examination for students to develop their performance in the future. Certain practices of evaluation by peers and instructors were also mentioned, such as a studio class with all student and teacher in each department. In the studio class, student’s performances receive feedback from instructors and/or peers.

03 Student profiles

3.1 Admission/entrance qualifications Criteria for admission and how the assessment of the entrance requirements.

he College of Music conducts admissions processes for all nine majors offered in the Bachelor of Music program. Although the admission requirements for each major can be different, the assessment of the programs include evaluation of the applicant’s artistic, technical, academic, and pedagogical abilities. Details of the admission requirements for each program can be found in Annex 3.1-1.

Admission Process

he College holds four local admissions rounds each academic year. There are a minimum of three faculty committee members for each step in the admissions process. First, the audition committee consists of minimum of three faculty members for each instrument and are recommended by the department chair. Second, an interview committee consisting of a minimum of two faculty members for each subject and are recommended by the program chair. Finally, the College’s admission committee consists of program chairs, associate dean for education, academic affairs and research, and assistant dean for education. The criteria for admissions to all programs are stated clearly and readily available to the applicants from various sources, including the College’s admission handbook and the College website. In assessing the applicant for admission, each area of the applicant’s musical and academic capabilities are evaluated through different methods of examination. Firstly, the applicant’s artistic and technical qualities are assessed in the admission audition, which are examined by the audition committee. Beginning from 2019 admission, College starts to embrace the “Thailand International Music Exam” (TIME) system in the College audition. The pilot instruments to start with, will be just piano and brass. Prospective students have the option to apply for TIME level 12, which if passed, means undergraduate level admission acceptance. Secondly, the applicant’s academic capabilities are assessed through other examinations required during the admission processes, including music history test, and other tests in specialized subjects (music business, computer, music technology, etc). Music theory and aural test will be also is done through the College’s TIME system.

Reflection

This is the first year that the College begins to implement the TIME for piano and brass in our admission process. We still do not know the result yet if this going to work well. However, we do hope that by next academic year, TIME will be utilized in all areas of applied instruments audition. This year also marks the first year that the College will do international recruiting auditions, scheduled for China (3 cities), Malaysia, and Indonesia in February/March 2019. This was based on our feedback from the 2017 MUSIQUE review that encouraged the College to offer their programs internationally.

3.2 Student progression, achievement and employability Student progression and achievement

o monitor that the student progresses through the program structure, the evaluative report on student progression and academic transcript are available in COMMAS system to help the student and his/her advisor follow the academic progress <Annexes 3.2-1 and 3.2-2>. To ensure student success, the College offers full capacity of infrastructure including music production technology, outstanding faculty, online library databases, variety of recitals, concert, and music events from student level to professional and international level, entrepreneurship from special projects and work practice including wild range of opportunities such as scholarships, exchange student, performance and study abroad. The students are also encouraged to participate in a number of competitions as a path for their musical and professional developments. Information on their achievements are collected and shown in Annex 3.2-3.

Scholarships

ach year, College of Music offers more than 100 scholarships to support student to study at the College, to attend music workshop, master class, and music event national and international. Also offer financial aids such as bursaries and student loan. A full list of all scholarships offered by the College can be found in below.

No. 1 2

Scholarship Type

Purpose

Specific Instrument/ To recruit very talented students and specific instruments (Whole Major program with continuing criteria) Merit

To reward students who are academically accomplished (Annually)

Graduate Teaching To recruit graduate students who can fulfill teaching and other Assistantship duties (Annually)

Work-Study

Settrade

To fulfill specific work duties, such as course assistants, sound recording, etc.(Annually)

Bursary/Special Case

ASEAN

Donor

Student Leadership

Thai Bev Thai Talent

To reward winners of the Settrade competition (Annually)

To assist students in financial distress or other special cases (Annually)

To assist students in ASEAN countries (Whole program with continuing criteria) To assist students at the discretion of a donor

For reward students who work on as a leader on a student council (Annually)

To partially support student for competition national and international

The quality in all aspects at the College from curriculum, faculty, infrastructure, activities, and support has made the success for student. In academic year of 2016, 40 students have been awarded top prizes from high standard competitions both national and International.

Reflection

The College is now working on the major revision of the scholarship system. We planned to offer full scholarship and partial credit tuition waiver in the future. Faculty and student input into the scholarship plans were solicited to make our scholarships more competitive locally, and allow for use as recruiting tools. The system is expected to be finalized before the first local audition round in September 2018.

Employment

esides the musician skills, College of Music has also encouraged entrepreneurship through activities, productions, special projects, and / or work practice for every student. Student can be employed or self -employed within music organizations, music schools, and in music related areas.

Data collection

here are three annual surveys for graduates and alumni including a recent graduate survey for education support satisfaction and employment status, an alumni survey for updating information, and an employer survey documenting satisfaction with College graduate work performance <Annexes 3.2-4, 3.2-5 and 3.2-6>. The latest survey has shown that more than 80% of recent graduates are working in the music, music related, and other area, or continue their further study in music or other related areas. The employer satisfaction is 4.38 (very good).

Alumni

lumni can continue to access the COMMAS system with their own password to update information. Up till now 30% of college alumni has engaged with the College by helping teaching, sponsorship for faculty / student concert, donation, attending and promoting college event.

Student progression review and monitoring mechanism

he College has mechanisms to survey, review and monitor the progression of the graduates regarding the graduateâ&#x20AC;&#x2122;s achievements and employability. The results of the survey, which includes the employer survey, have been collected and kept by various working units in the College, including the Office of Student Affairs and the Quality Assurance Unit. Surveys of graduate achievement and employability have been done in various areas, including general progression and achievement, studentâ&#x20AC;&#x2122;s pursuance of higher education abroad, employability, the range of music arenas that graduate works after graduation, and the graduateâ&#x20AC;&#x2122;s contribution to the culture and society locally, national, and internationally.

04 Teaching staff

4.1 Staff qualifications and professional activity Ensuring teaching staffs appropriate qualifications

he College follows Mahidol Universityâ&#x20AC;&#x2122;s policy on hiring and teacher qualifications. In addition, the College announces additional criteria according to the suitable requirements for each position. The hiring processes are as follows <Annex 4.1-1>; 1. Department chairs submit new hire/replacement requests to the College HR office. 2. The HR office verifies the needs for the program with the Associate Dean of Academic Affairs. 3. Job announcements are posted in Thai and English language sources both locally and internationally. 4. The College appoints a search committee to interview and recommend potential candidates. 5. Potential candidates are interviewed by an interview committee composed of the Collegeâ&#x20AC;&#x2122;s administrative members and experts in related areas. 6. Once accepted and employed, new faculty attend orientation sessions and work for 3-6 month probation period before passing a teaching evaluation by the committee. Candidates are considered based on their educational background, degrees earned and prior experience. Degree requirements for teaching employment are established by the University, which follows the Ministry of Educationâ&#x20AC;&#x2122;s Announcements on Standard Criteria for Education in Undergrad/Graduate Levels. However, some flexibility regarding educational background can be allowed for instructors with outstanding experience or profiles. In the hiring processes, the College recognizes the importance of equal opportunity. To ensure the quality of teaching, academic development, and educational services, the annual faculty evaluation process requires each faculty to be observed their teaching sessions at least twice a semester by 1) department chair and 2) their peers. All faculty are required to also make a self-evaluation, providing information about academic and creative works, as well as educational services done throughout the year for evaluation by the department chair. The evaluation is based on performances in three main areas: teaching, creative/ academic works, and College service. The results are further considered by the Associate Dean for Academic Affairs and the Dean <Annex 4.1-2>.

Strategies for teaching staff’s artistic/ pedagogical/research activity

o support teachers in the areas of teaching, performing, and research and creative works, the College has allocated funds in various forms. Yearly research grants are available for faculty to apply. Each year through research grants, faculty produce works in artistic, pedagogical and research fields such as recordings, concerts, compositions, textbooks, musicology research, music education research, and music business research. As stated earlier in “College’s support for students and staff” section, teaching staff are eligible to apply for Professional Development Fund grant to further develop their professional skills <Annexes 4.1-3 and 4.1-4>. Other personal development activities including seminars and workshops organized by both the University and the College for faculty and staff to further their skills in conducting research, advising students, and administrative skills. In addition, the College provides travel grants for specific projects. To oversee and encourage faculty academic and artistic activities, information on academic and artistic works done by faculty members is collected and constantly updated by the Department of Academic Affairs and Research to ensure that teaching staffs are involved in such activities besides teaching to help in teacher’s professional development in the long run <Annex 4.1-3>.

Reflection

The Commission on Higher Education’s regulations that require faculty members to have certain educational degrees (master’s and doctoral degrees) and to conduct academic and research works in the “recognized” format caused some difficulties in recruiting good- quality teaching staffs. The recruitment processes during the past five years have placed more emphasis on the educational level and the applicant’s potential in doing academic research.

Teaching staff’s engagement in different activities

he College has hosted and participated in many international events that provide opportunities for the teaching staffs to participate in various roles. For example, the Thailand Philharmonic, a 95-member symphony orchestra made up of musicians from more than 15 nations, serves as a platform for teachers to contribute artistically as an orchestra musician, soloist, conductor, and composer. Thailand International Jazz Conferences is organized by the jazz department. Faculty members plan and work closely with students to bring in world renowned jazz musicians and put together master classes, jazz solo competitions, and concerts. Thailand International Composition Festival offers workshops, lectures, competitions and concerts. Other than performance activities, musicology department organized academic symposiums. Thailand International Piano Competition offers a unique platform for contestants around the world to compete in three rounds of competition. It also offers

master classes and recitals from renowned international judges. All departmentâ&#x20AC;&#x2122;s member are required to contribute some of their time to this event, for example, presenting a pre-concert talk in the final concerto round. In 2018, the College of also launched its first music teacher training program. This program brought in the experts in music education field to conduct teacher workshops such as Dalcroze Eurhythmics and Orff teacher training programs. All teaching staff members of the College of Music are also contributing administratively, artistically and academically. Examples of the assigned works of the faculty members besides typical teaching assignment include the facultyâ&#x20AC;&#x2122;s duties as a jury panel, admission and audition committee, scholarship committee, for example.

Teaching staffâ&#x20AC;&#x2122;s critical reflection

T 42

o encourage critical reflection by teaching staff, course reports (TQF 5) <Annex 4.1-5> are required to be done and submitted after the completion of each course. The course report includes information on the teaching and learning result as compared to the expected learning outcome, student evaluation results, as well as suggestions for improvement. As part of an annual faculty evaluation process faculty members need to do self-evaluation, which is to be reviewed and given reflection by the department chair.

4.2 Size and composition of the teaching staff body Teaching staffâ&#x20AC;&#x2122;s composition and recruitment

he Bachelor of Music program chair is responsible for his/her program level. In delivering the programs of study, there are 13 academic departments, each chaired by a respective department chair who is responsible for particular academic area. The organizational relationship between academic departments and the program can be observed in the matrix below.

44 The College has 137 full-time teaching staff. The faculty to student ratio in the undergraduate level is 1:7. Over 80% of full time faculty members hold masters or doctoral degrees. There are 42 (counting for 31% of total number) foreign teaching staffs originally from North America, Europe, Asia, and Australia continents <Annex 4.2-1>. The composition of the faculty members can be explained by the picture below.

Newly admitted teaching staff are on 1-year contracts which can be renewed twice. Following this, 3-year and 5-year contract extensions are available. Teachers are encouraged to apply for academic promotion when they meet the qualifications. Less experienced staff members are encouraged to further their studies at the graduate level at universities abroad under the Universityâ&#x20AC;&#x2122;s Teacher Development Fund. These teachers then return to work for the College under the contracts after receiving their terminal degrees. The College does not offer permanent teaching contracts, but the University does, for those College teaching staff who have university employee status and reached the rank of Associate Professor. The recruitment policy allows Heads of department to request new appointments. The college has a wide age distribution of full-time faculty.

05 Facilities, resources and support

5.1 Facilities Building facilities

n the institutional level, construction projects have been launched and implemented over the past two decades to enhance the College’s learning and teaching activities towards an international standard. Under all the construction projects, the College’s facilities, including teaching and practice studios, class rooms, rehearsal spaces, and concert venues <Annex 5.1-1> have been designed and built with state of art architecture, with consideration to appropriate acoustic systems. Presently, most of the teaching and learning activities of the Bachelor of Music program take place in the east and west sides of the main campus in Salaya <Annex 5.1-2>. • East Campus: Located in the eastern part of College of Music, “Bhumibol Sangkeet” complex consists of three jointly connected buildings - Building A, B, and C. The five-story Building A (completed in 2001) consists of teaching rooms and facilities, administrative offices, and cafeteria, with total floor space of 12,244 square meters. Three-story Building B (completed in 2005) covers a floor space of 4,653.50 square meter and includes the Music Auditorium (MACM) (353 seats), College shop, and office spaces Known as the Music Library Building, Building C has three stories and covers a floor space of 2,355.20 square meters, consists of the music library and offices. In the center of these three connected three buildings are an oval-shaped amphitheater concert stage used occasionally for outdoor music performances. • West Campus was awarded Gold Medal Prize for Best Architecture (institution building category) from Siam Architecture Association under the Royal Patronage and consists of a five story Building D (completed 2008), covering an area of 8,031 square meters and consists of teaching rooms, restaurant, and Artist Residency. The area also includes the Musica Arboretum, which is an area for outdoor music performance. • In addition, the seven story South East Asia Music Museum (27,000 square meters, now under construction) has been partially opened and is starting to provide rooms and facilities for some lectures and seminars. To support music performance, the B.M. program possesses many concert venues that can fully service a wide array of music performance styles. Depending on the characteristic of the performance, the performances from program’s courses in small/ large ensembles, recitals, as well as extracurricular concerts and workshops, can take place in many venues, including;

• Large Venues: Most of the large concerts venue can handle many genre and size of performance from small ensemble to orchestra, including Prince Mahidol Hall, (2,016 seat concert and flexible theater space), the MACM Music Auditorium (a 353-seat concert hall), Phra Jen Duriyang Concert Room (A407), and an outdoor amphitheater concert stage. • Medium sized venues: including B112, PC607, PC807, B114 and the outdoor Kru Meekaek Stage, which is used mostly for the performances by Thai Music Departments. • In addition to the above venue dedicated for music performance, over 10 additional venues are available for music performance, including College’s large classrooms (most of which contain a grand piano), multi-purpose outdoor spaces, as well as off campus concert venue located in the College’s campuses for general public (MCGP). To effectively serve instructors, students, and staffs, room reservations can be done through COMMAS System <Annex 5.1-3>. The 2,016 seat “Prince Mahidol Hall” (PMH) also provides functions for the program’s in- and extra-curricular activities. Despite its main purpose as a venue for major music performances (e.g. Thailand Philharmonic Orchestra) and university’s ceremonies, the PMH has been related to the College’s undergraduate education in various ways. Under the “recital attendance” policy, for example, all undergraduate students must attend a number of concerts held in PMH throughout the semester. Some selected students who take large ensemble class occasionally have opportunities to perform

as a choir with Thailand Philharmonic Orchestra in PMH. PMH has also provided great and rare practical learning opportunities for programâ&#x20AC;&#x2122;s music technologies major to get exposed to the real-world recording and live sound experience, especially related to the orchestral music.

Instrumental facilities

nstruments have been provided, including 37 grand pianos, 184 upright pianos, 65 electric/digital pianos, 2 harps, and multiple standard percussion sets (timpani, mallet, snare drums, and bass drums). There are sets of musical instruments for jazz and music entertainment department as well, including drum sets, guitar and bass amplifiers, and keyboards, etc. Musical instruments for Thai and eastern music department include musical instruments for Pi-Pat and, Mahori, and Thai folk music ensembles. Additional equipment includes music stands and the stand storage cart and music chairs. The public announcement (PA) systems are available at all concert venues and large ensemble rehearsal rooms in order to minimize instrument transportation, which may cause damages. <Annex 5.1-4>. To ensure that instruments are taken care of appropriately, the College hires staff dedicated to administering musical instruments and equipment usage and maintenance, as well as piano tuning and maintenance expert <Annex 5.1-5>.

Computing and other technological facilities

o serve the College’s needs in all working units, an information technology department is responsible for planning, surveying, assessing, and gathering hardware for host computers (server, storage, and back-up systems) and for the workstations (desktop and notebook computers and printers). In addition, both wired and wireless network system are available throughout the College’s area. Serving as a center of the information system for the B.M. program is the College’s own COMMAS. The COMMAS system provides platform for the related parties, including program chair, faculty members, educational and academic support staff, and students and alumni, to processes several functions, including registration, assigning of instructors, room and facility reservation, filing requests, communications of news and event, among many others. Several systems are used to ensure data and information security, including firewall system, antivirus system, and user ID and password given to users. Additionally, data access entitlement has been specified to ensure that users can have appropriate access to the data. Other technological facilities include <Annex 5.1-6 and 5.1-7>; • Four piano class labs (A309, A310, PC206, PC208) • Three rooms for music technology labs (C102, PC204) • One Computer Lab (D504) • Recording Studio A (A408) • Recording Studio B (A410) • MACM Control Room and Recording Studio • PMH control room & recording studio.

Reflection

To run the undergraduate music program, investment in technological equipment acquisition and maintenance is substantial due to the asset depreciation and technological changes. Currently, the college needs to gradually replace the computers and computerized equipment to ensure that they stay up to date technologically.

Library and its associated equipment

he music library was established in 2003 and later changed its name to the “Jiew Bangsue Music Library” in 2010. The music library supports teaching, studying, and researching to the staffs and students within the College of Music as well as in Mahidol University through the access of substantial print and online collections on music. The music library contains over 50,000 of books, scores, journals, and sound recordings <Annex 5.1-8>. Moreover, College of Music library provides 11 electronic database subscriptions and contains around 500,000 volumes, which can be searched through the library’s website http://www.music.mahidol.ac.th/library/en/ index/php. The services available at the library include computers, study area, theatre room, book lending, and research assistance. The library opens for students, faculties, and staffs all year round.

Reflection

The music library has benefited in recent years from advising from outside experts, as well as fully integrating with the Mahidol University library system. Additional needs for this area include more financial investment in score and text purchase and the hiring of a full time music librarian to support student and staff research projects.

5.2 Financial resources Sufficiency of financial resources for effective delivery

ith its operation under the financially stable College of Music, the Bachelor of Music program ensures adequate financial resources for its effective delivery. The programâ&#x20AC;&#x2122;s financial resources rely mostly on the tuition fees, with additional contribution from professional service fees, donations and sponsorships, and government budget, to support its operational expenses. Initially created from the resolution of the Bachelor of Music committee, the tuition fee structures have been revised from time to time to ensure that the programmeâ&#x20AC;&#x2122;s operation is effective financially. The creation of the programmeâ&#x20AC;&#x2122;s fee structure has taken to consideration some related expenses, e.g. expenses incurred from external instructors, piano accompaniment fees, and equipment maintenance, to ensure that financial resources are

sufficient for both routine operations, extracurricular activities, as well as further development plans. With the current fee structure, the programme estimates an annual tuition revenue of over 120 million baht, which can keep the program financial status far beyond its breakeven level.

Financial plan to ensure the continued delivery of the programme

rior to the beginning of fiscal year, which, under Thai governmental system, runs from October to September, the budget for the Bachelor of Music programme is proposed for the Dean’s approval, incorporating the key budget guidelines for the next fiscal year, as well as a detailed description of the budget process and timelines. The budget is monitored throughout the year by the College’s Finance Office. Analyses are prepared by the budget staff and reviewed by the Associate Dean for Finance. Ongoing analyses are reviewed by Associated Dean for Finance and reported to the Dean. Normally, the program’s budget includes such essential expenses to incur during the fiscal year as external instructors and guest lecturers, new student admissions, scholarships, special trainings for program instructors, and the program committee meeting, for example. The completion of the annual budget must take into consideration the College’s vision, mission, as well as

strategic plan <Annex 5.2>. In the institutional level, the Collegeâ&#x20AC;&#x2122;s financial statements are routinely audited by an independent auditor. Audits involves many procedures such as planning and risk assessment, internal control testing and substantive procedures in order to ensure that the presentation of financial statements are appropriate and in accordance with GAAP (Generally Accepted Accounting Principles). Audited financial statements are submitted to the audit committee of Mahidol University annually. The Collegeâ&#x20AC;&#x2122;s financial statements are a part of Mahidol Universityâ&#x20AC;&#x2122;s overall financial statements, which are subject to audit and oversight by the Office of the Auditor General of Thailand.

5.3 Support staff

n the institutional level, the College has more than 200 support staff. Their roles are to support to both full-time and part-time instructors as well as students mainly in the following functions Academic Affairs, Education and Research, General Administration, Academic Services and Arts and Culture and Music Campus for

General Public MCGP <Annex 5.3-1>. Support staff is hired with systematic selection criteria to screen qualified candidates who hold relevant degrees and have abilities to support the mission and vision of the College. The working units that directly related to the teaching and learning of the program includes the following departments/sections; - Educational and professional services department, which includes admission section and registrar section. - Academic affairs and research department, which can be divided to curriculum Development and research management sections. - Student Affairs Section - Music facilities service section, which includes facilities reservation unit and music equipment and practice room unit. - Music Library - Information technology unit Within the educational and professional service department and academic affairs and research department, there are staffs dedicated to the educational and academic matters for Bachelor of Music program. Staff continuously participates in training provided by Mahidol University e.g. MU-SUP (Supervisory Level Training Program), MU-EDP (Executive Development Program), AMP (Advanced Management Program) and outside organizations. The College also provides its own Professional Development Program, where the staffs are provided with yearly funding for professional development. The College holds staff development seminars, both on campus and three times outside Thailand in Singapore and Hong Kong. This provides opportunities to acquire a more global perspective.

Reflection

On the surface, it may look like there are too many staff for the College at this scale. However, the College has a large number of full-time non-skilled workers (approximately 35%) including maids, security guards, drivers and restaurant workers. The reason behind this is that the College holds many events on campus. These workers help to support the Collegeâ&#x20AC;&#x2122;s music activities and ensure that events run smoothly and professionally. Discussion has been taking place at the administration level about exploring outsourcing the non-skilled positions, similar to how these positions are managed at the College-run Prince Mahidol Hall. However, the outsourcing plan will not be implemented immediately, but gradually, as full time employees leave, and can be replaced with outsourcing, building by building.

Communication, organization and decision-making

6.1 Internal communication process Communication within the program

n the institutional level, the College has a two-way communication system designed to provide strong conduits to share information and to obtain feedback from stakeholders. Regarding the communication between undergraduate students and staff, all new students are required to attend a new student orientation, a session where they meet with the College administrative members, as well as their major faculties. On the orientation day, the student receives an undergraduate handbook, which contains all information about the program structure, study plan, registration processes, assessment guidelines, academic calendar, procedures for using facilities, student services, and other matter regarding student affairs. During their period of study, undergraduate academic advisor system provides effective way of student academic and personal development. At the end of the semester, every student enrolling in any undergraduate course is required to fill in course evaluation form, providing another way to give feedback to the program management. The results can be reviewed by the instructor, department chairs, and program chairs to take appropriate action, if needed. Student can communicate his/her educational matters through Educational and Professional Services Department, which include a dedicated staff in the undergraduate registration section. For academic matter, in addition, the curriculum development section also include an officer dedicated with undergraduate academic matter. Lists of all staffs responsible in academic, educational, and student affairs are listed in the CoMâ&#x20AC;&#x2122;s website. In addition to communication with educational and academic staff, student can file his/her request and petition through the COMMAS system. The COMMAS system also serves as another effective channel for communication. Many news on several matters such as upcoming events, scholarship, registration schedules are posted on COMMAS System where all students can log-in on and off campus <Annexes 6.1-1 and 6.1-2>.

Communication with part time staff and external collaborators

ommunication with part-time instructors, hourly-paid teaching, non-teaching staff, and with external collaborators are done through responsible Department Heads, educational staff, and COMMAS. Messages and announcements are shared via email, text message and though phone communication. Proposed by related academic department chair, the hiring of external and non-full time member is considered for approval by associate dean for education, academic affairs, and research. Upon approval, the undergraduate registrar section of

the Educational and Professional Services Department is responsible for communications with them. The communication includes the whole processes from issuing formal invitation, providing information on important procedures, to payment of the teaching fees. External teachers also provide feedback (including suggestions for improvement, complaints, and etc.) through the undergraduate registrar section. Since the external instructor, especially part-time teacher needs to be evaluated by the students as well, the department chair will be the one who inform the external instructor of issue that may exist (if any, e.g. student complaints). In most case, part time teachers are hired on a semester basis. Therefore, the department chair can re-evaluate their duties at all time.

The effectiveness of communication systems

ommunications systems at the College are monitored and information is updated via the responsible offices.

6.2 Organisational structure and decision-making processes Organizational Structure

n the institutional level, Mahidol University bears the status of autonomous organization in the supervision of the government, with the President being the highest authority responsible for the University management and the University Senate responsible in the University’s general affairs <Annex 6.2-1>. Regarded as equivalent in level to a university’s faculty, the College of Music establishes an internal organization structure in accordance with main strategy. According to Mahidol University Regulation regarding Operation and Management of College of Music B.E. 2553 <Annex 6.2-2>, the College’s Organization Structure, consists of the Board of Directors <Annex 6.2-3> and Administrative Board <Annex 6.2-4>. On the program level, the undergraduate program development and administrative committee is appointed by the Dean to include the program chair and representatives from related academic departments (see the College of Music organization chart related to the education, academic affairs and research below). The committee meets bi-monthly to initiate program development schemes, solve problem issues, and perform quality assurance functions. According to the CoM’s organization chart, B.M. program chair reports to associate dean for education, academic affairs and research, who, in turn, reports to the Dean of the CoM.

Decision-making processes

he B.M. program chair meets with the Associate Dean for Education, Academic Affairs and Research in at least two meetings per month– a program chair meeting (that include chairs of all programs) and an academic meeting (which also include all department chairs). The two meetings provide the B.M. program chair to share information and propose agendas, which can be further presented to the College’s administrative meeting for final approval. Administrative decision making is made by College administrative team, which consists of the Dean and Associate Deans, and the head of the Dean’s office serving as secretary. The administrative team members meet every Thursday from 9.00 – 12.00. In each meeting, each administrative team member reports working progress as compared to the planned objectives, as well as problems encountered <Annex 6.2-5>.

In some day-to-day matters, B.M. program chair is given authority for approval. In most case, the approval can be done through COMMAS system, which greatly helps expedite the function of the program chair.

Staff program responsibilities

taff in each position are given job description that states clearly his/her working requirements and expectations <Annex 6.2-6>. The Head of Undergraduate Registration, a unit under the Educational Services Department, is responsible for the program’s educational affairs. A staff in a curriculum development section, a unit under Academic Affairs and Research Department takes care of academic matters (e.g. program structure, curriculum development, etc.).

Representation within the Evidence of effective organization program’s organizational structure and decision making structure processes

n many occasions, external stakeholders in various sectors are invited into many administrative processes and steps. The roles of external bodies include recognition of operational information, identification of problems and needs, providing suggestions for problem solutions, decision making, and work assessment. There are many types of external representatives within the College’s organizational structure, as follows; 1. External experts who belong or do not belong to the University: The external expert takes a role as a member of the Board of Directors, with authorities and responsibilities described earlier in this section. 2. Faculty representatives: Faculty representatives takes a role in the administrative board, with authorities and responsibilities described earlier in this section. 3. Student representatives: Student representatives takes a role as the committee in the Student Club and the Student Council, which consists of representatives of the students from each major. The authorities and responsibilities include administration of student-related activities in accordance to the University regulations, as well as preparation of the Student Club’s annual project plan for further consideration by the College administration.

ue to current College’s various management structures and decision making process, under the leadership of the Dean, the College has effectively achieved its goals. Under the conventional functional structure, decisionmaking in the leadership, management, and operation levels has brought about numerable developments of the Colleges in many aspects. The quality of teaching and learning has developed significantly throughout the past two decades, resulting in increasing number of teachers, students, as well as programs offered, as well as facility expansion. In parallel with the growth in quality and quantity of teaching/ learning, numerous music performances, as well as musical and academic activities have been held throughout the academic years, making College of Music one of the international destinations of the music enthusiast around the region. Most of the successes of the national and international music event held on campus can be attributed to the College’s “Team Structure” administrative arrangement, which has brought about many performance/activities, including Thailand Philharmonic Orchestra, In-Chan the Musical,

performances by international orchestras including London Symphony and the Berlin Philharmonic, Thailand International Jazz Conference, Thailand International Composition Festival, and Thailand International Piano Competition, among others.

Reflection

During the first decades of the College, decision making was more centralized as compared to today. This is due to uncertainty and risk regarding budget request, teacher searches, and social acceptance during the beginning years. In the past few years, as the College has grown larger in number of teachers, staffs, and students, the management has been much more decentralized, with the goal of creating as much academic freedom as possible.

07 Internal Quality Culture

Quality assurance and enhancement procedures within the programme

he college’s quality assurance and enhancement system has been established to get the College of Music and its programmes aligned with policies set forth by Mahidol University Quality Development (MUQD), as well as Thailand’s higher education standards. The college’s quality development unit integrates related information to ensure that the College meets various quality requirements, including those assigned or guided by; - Higher Education Commission: including CHE and EdPEx <Annex 1-4>. - National Education Standards and Quality Assessment (ONESQA): including Thailand Qualification Framework for Higher Education (TQF) <Annex 7-1>, which is a framework that plays a significant role in the program quality assurance and enhancement. - Mahidol University: including the performance agreement made between the College and Mahidol University. - Under the above requirements, quality assurance evaluations are completed and reported to both internal and external quality assurance audits on a quarter basis.

The monitoring and review of quality assurance and enhancement procedures

n the institutional level, internal educational quality assurance system has been established through the quality assurance system entitled Education Criteria for Performance Excellence (EdPEx). Under EdPEx, each educational institution can decide its own key performance indicators as appropriate to its institutional context. With these indicators, the strategic plans are established and used to develop action plans and implement a quarterly performance assessment. In the program level, quality assurance and development systems are guided by the TQF. Under this framework, quality assurances are done from the course level by each course coordinator to ensure that the course delivery achieves its objectives in relation to the program’s intended outcomes. All course review results are considered by the program chair and compiled to produce a program operation result report “TQF7” <Annex 7-2>, which is to be used for further improvement and submitted to the University. The programme book made under TQF also includes various key performance indices (KPIs) under which the program is to operate.

How the quality assurance and enhancement procedures inform/ influence each other

ntegrated results from various quality assurance tools are to be reflected and contemplated in many occasions, including considerations by B.M. program committee, program chair committee, academic committee, and collegeâ&#x20AC;&#x2122;s administrative committee.

The involvement of staffs, and students and the decision-making procedures

here are various channels through which stakeholders can involve in the quality assurance and enhancement procedures. Students can contribute to the quality assurance via COMMAS, collegeâ&#x20AC;&#x2122;s computerized system used for various purposes, including communication

with instructors, advisors and staffs, teaching evaluation, survey of satisfaction of the College’s services provided, and information request, for example. Teaching staffs involves in quality assurance and development through the completion of the course specification report “TQF3” <Annex 7-3> and course operation result report “TQF5” <Annex 4.1-5> on a semester basis, which will be reviewed by the B.M. program chair and program committee for further improvement. In the institution level, the quality assurance information, including results related to EdPEx <Annex 1-4> and performance agreement with the University are reviewed and discussed periodically in the College’s administrative committee to ensure that targeted goals are met and to decide new measurements for improvement and problem solutions.

Review of the academic program

rogram review can be done through many ways, the most formal channels for program review includes 1) academic committee meeting, where department chairs can voice their concerns

of respective programs to program chairs and the associate dean for academic affairs, 2) program committee meetings, where program chairs can bring the curriculum review issue for consideration, and 3) program chair meeting, where all program chairs meet with the associate dean for academic affairs and the Dean. Minor revisions, which may include any change that does not affect the program structure, e.g. revision of pre-requisite structure, change of study plan timeline, addition of elective, and adjustment of course descriptions, can be done at any point of time. Major revisions, which include changes that affect he program structure, e.g. addition/deletion of course requirements and increase/decrease of number of credits can be done every five-year cycle. Any program revision must pass through and be approved by the University Council.

Communications of the changes made to staffs and students

taffs and students can be informed of the changes through several communication channels. The results of educational and operational quality assessments, as well as any changes made, are informed to students and staffs through COMMAS system, which provides announcements related and accepts questions and inquiries as well. Changes or adjustments made after the quality assurance and assessment are informed to the staffs through printed materials, as well as meetings where the Dean, associate deans, assistant deans, and head of the offices explain the quality assurance result and its consequences/ changes made. Information is also disseminated to staffs through various other communication route such as email and announcements.

Overall quality culture characterized

he Collegeâ&#x20AC;&#x2122;s vision is to work for quality in all programs, so the culture of quality is high from a teaching and learning perspective. But the College also works within several different paperwork-intensive internal and external quality assurance and development programs. These programs require faculty and staff to devote considerable time and energy to their completion (the College even has a full-time staff unit assigned to work in this area). However, these many programs all lack a music focus, so the College was actively seeking an external program with a music-centred approach. This led to the successful MUSIQUE Institutional Review process in 2017, and the desire to complete individual program reviews in subsequent years.

08 Public interaction

8.1 Cultural, artistic and educational contexts College and program engagement in public discourse

rom its founding the College of Music and its Bachelor of Music program has sought to engage with the cultural, artistic and educational communities locally, nationally, and regionally. Examples of this engagement includes open seminars held regularly (many times yearly) that are open to public participation in a variety of areas – recent examples in the past year include jazz traditions in Thailand seminar, traditional Thai music seminar, seminar on the South East Asia Music Museum, the Thailand Composers Forum, etc. In addition, the College actively participates in THEMAN (Thailand Higher Education Music Academic Network), and sponsors and hosts SEADOM (Southeast Asian Directors of Music Association) <Annex 8.1-1> whose yearly congresses bring many of these policy issues into discussion at a regional context.

Program contribution to cultural/artistic/ educational communities

he Bachelor of Music Program, through the College of Music and its 18 departments, hosts and participates in many musical events, activities, concerts, seminars, competitions, workshops, and festivals which are all open to the public and seek to involve the public and the local artistic communities. The College created the Thailand Philharmonic Orchestra to be a resident professional ensemble imbedded in the College and to serve as an example of how to create professional level music organizations, in a country where none had previously existed. The TPO is in its 14th season and has performed over 80 concerts a year for the public. In addition, the College manages the Prince Mahidol Hall facilities for the University, and provides venue and management support for many local, university, and government related events. The College has projects to serve underprivileged youth of Thailand – The Yala Music Camp for Kids (Yala is a province in the Deep South that is effected by insurgent violence) <Annex 8.1-2>, and the recent YAMP Precollege service project to bring music to children in the northeast of Thailand. The College also supports bringing in youth from rural areas to the College to attend camps, concerts, and workshops. There is a music teacher development program “Khru Mue Plau” (Teacher with Bare

72 Hands) that is run several times a year, and brings in rural music teachers for development seminars in music education and earns them a special Master of Arts degree. The South East Asia Music Museum project works to promote and enhance the music traditions of Southeast Asia. In conjunction with the museum, many recordings of local traditional and folk music have been produced. Finally the many sculptures located on the College campus serve to honor and promote the rich cultural and musical traditions of the local area.

College’s involvement in cultural and musical project development

he College has sponsored and supported many cultural and musical projects led by the College or its individual units at all levels of engagement. As examples - Locally – The “Music for Funerals” project seeks to revitalize the ancient tradition of performing traditional music at funeral services, a practice which has begun to fade over the past half century. Regionally – The SEADOM (Southeast Asian Directors of Music) Association plays a critical role in helping to network cultural institutions together on a regional level. It just received endorsement by the ASEAN (Association of Southeast Asian Nations) as the first music related NGO to be recognized. SEADOM has resulted in many collaborations between regional

music institutions for exchange, research and musical performances.

Preparation for the students to advance society

he Dean of the College is one of the greatest examples of promoting the development of society through music and arts education. Dr. Narong Prangcharoen’s work to develop and support composers in Thailand is known by all students. His vision for the College, “to be a leader in music education in Southeast Asia and the World” serves as the vision for program graduates to be leaders in developing their own society. Students are encouraged as part of their education philosophy to be “music creators” in society. To recognize that Thailand as a developing nation has resources but needs the student’s contributions to achieve continued development. In the program curriculum these values are emphasized by including internship programs.

8.2 Interaction with the artistic professions Programâ&#x20AC;&#x2122;s engagement with various music and artistic sectors

he program is aware of the leading role it plays in the music education and training sector of Thailand. The program, and the College, work actively with what music sectors exist, although music society in Thailand as a â&#x20AC;&#x153;formally organizedâ&#x20AC;? sector is still very much developing. There are few musical associations at present, but where they exist, we seek to join them or have been leaders in establishing them. One way we seek to engage with music sectors is through the design of our Bachelor of Music curriculum that emphasis the practical aspects of music learning - internships (for academic majors), practicums (for education major), recitals (performance and composition), and student requirement to do his/her own music production (entertainment), which give them

real life experience and connections with the professional world. The College actively brings in professionals of both national and international level to meet, teach, and perform for students through many concerts/activities throughout the years provide opportunities for learning and connections. There is also the professional examples that our students observe and interact with firsthand, with our own professional Thailand Philharmonic <Annex 8.2-1>.

Plans for the development of the links with the artistic professions

n addition to the Collegeâ&#x20AC;&#x2122;s own initiatives mentioned previously, and its own faculty involvement, the College of Music at 24 years old has had its program alumni emerge as leaders in their respective professions in Thailand. With over 3,000 graduates from our program, alumni are regularly contacted via our alumni engagement office to gather information about their activities, and formal alumni events are

scheduled throughout the year between the College and its alumni <Annex 8.2-2>. These program alumni will serve as continued resources for the College to engage with the artistic professions.

Programsâ&#x20AC;&#x2122; interaction with artistic profession

he support from the College for its B.M. program in interacting with the artistic profession goes hand in hand with how the faculty, students and programs are centrally connected to the many of the artistic professional related to music in Thailand. By providing the proper buildings, facilities and financial support to its programs and faculty, the College ensures that it supports all areas in which it has majors.

Monitoring and assessment of the ongoing needs of the professions

he overall standard of music training and music performance in Thailand has been and continues to be fairly below international standards of excellence, so the mission of the

Dean, through the programs is to provide quality in every aspect, so that we help to set a true “international standard” for the country to follow. The hope is that other institutions and professions, by recognizing this higher standard, will seek to emulate it – for the benefit of all artistic professions. The College’s Dean and Founder’s own vision of the needs of the professions in music in Thailand and the region have directly led to the College being the first to offer many specific majors, programs, and activities to develop and nurture the professions. As an example, the College was the first music school in Thailand to offer a Ph.D. in music (2005) and the first in Southeast Asia to offer the D.M. (2014).

Lifelong learning opportunities

he program, through the College, engages and promotes lifelong learning through public events and activities. Publications and recordings, preconcert talks and other educational series and community support for local music endeavors. In addition, the College’s three “Music Campus for the General Public” offer music courses and

lessons for people of all ages. There are many older learners who take advantage of these programs. One specific program the College offers is a local community choir for locals over 40, who can participate and enjoy music. Music education opportunities for the mature students and lifelong learning are also available through the College’s Music Campus for General Public (MCGP), music library located in the main campus at Salaya, the music therapy program, and the College’s Music Journal <Annex 8.2-3>.

8.3 Information provided to the public Information delivery to the public

he program, through the College, maintains a full Public Relations and Marketing unit that delivers information to the public. Avenues for this information to be disseminated include through the College website, social media channels, public media, radio/tv and print media, the weekly PR newsletter and mailing lists, and the monthly College music journal. The College’s concert events are published and

tickets sold through Thai Ticket Major, the large ticket seller in the country.

Information consistency

he program, through the College, maintains a 3-year activity and event planning process to ensure that all events are shared with the public in a timely and correct manner. A biyearly calendar of events is published and an online calendar of events and the website are updated weekly. The PR department shares with the public all information about the College, including curricular information. An Event and Activity Committee oversees all information released to the public for correctness. The PR and Marketing unit work with the various other College units to make sure all information is correct when released. Any changes to information are made publicly to ensure a minimum of communication errors. The number of media coverage items is tracked by the College’s Quality Assurance office for internal assessment KPI.

09 Supporting documents

(https://www.music.mahidol.ac.th/musiqueBMannex)

1. Institutional Missions and Vision

Annex 1-1 College of Music Vision and Mission Annex 1-2 Mahidol University Strategy Plan 2016 – 2019 Annex 1-3 Bachelor of Music Program Book (Thailand Qualification Framework, TQF2) Annex1-4 Self-Assessment Report 2017 in Accordance with Education Criteria for Performance Excellence (EdPEx) Annex 1-5 Disabled Student Statistics

2. Educational Processes

Annex 2.1-1 Program Meeting Minutes Annex 2.1-1.1 Bachelor of Music Program Minutes 2017 Annex 2.1-1.2 Program Chairs Meeting Minutes Annex 2.1-2 Mahidol University Regulation on English Competence Standard Annex 2.1-3 Criteria for continuation from Pre-College to Undergraduate Annex 2.1-4 Degree’s Final Project Guideline Annex 2.1-5 Event Calendar Books (College of Music and Thailand Philharmonic) Annex 2.1-6 Undergraduate Handbook Annex 2.2-1 University Globalisation Strategy Annex 2.2-2 List of Recent International Activities/Events Annex 2.2-3 MOU Summary Annex 2.3-1 Jury Adjudication Form Annex 2.3-2 Examples of Course Syllabus Annex 2.3-3 Example of Student Request Forms Annex 2.3-4 Course Evaluation

3. Student Profiles

Annex 3.1-1Admission Handbook Annex 3.2-1 Example of Evaluation Report on Student Progression in COMMAS Annex 3.2-2 Example of Students’ Transcription Annex 3.2-3 Statistical Data of Student Achievements Annex 3.2-4 Data on Alumni career activities Annex 3.2-5 Result of employer satisfaction towards the College’s graduate Annex 3.2-6 Records of the graduate’s participation in the College’s activities

4. Teaching Staff

Annex 4.1-1 Hiring Process Annex 4.1-2 Annual Faculty Performance Evaluation Form Annex 4.1-3 Professional Development Fund for full-time instructors and staffs Annex 4.1-4 Records of Staff Participating in Professional Development Annex 4.1-5 Example of Course Report (TQF 5) Annex 4.2-1 Faculty Member Information

5. Facilities

Annex 5.1-1 Teaching, Practicing, and Performance Spaces Annex 5.1-2 College of Music Map and Plan

Annex 5.1-2.1 College of Music Map Annex 5.1-2.2 Building A Plan Annex 5.1-2.3 Building B Plan Annex 5.1-2.4 Building C Plan Annex 5.1-2.5 Building D Plan Annex 5.1-2.6 SEAM Museum Plan Annex 5.1-2.7 SEAM Artist Residency Plan Annex 5.1-2.8 SEAM MusicSquare Plan Annex 5.1-2.9 Prince Mahidol Hall Plan Annex 5.1-3 Room Reservation System Annex 5.1-4 List of Music Instruments and Equipment Annex 5.1-5 Piano Tuning and Maintainance Annex 5.1-6 IT and Computing Facilities Annex 5.1-6.1 IT and Computing Facilities Summary Annex 5.1-6.2 List of IT and Computing Facilities Annex 5.1-7 Music Technological Facilities Annex 5.1-7.1 Recording Studio Annex 5.1-7.2 Music Technology Lab Annex 5.1-7.3 Piano Class Lab Annex 5.1-8 Library Resources Annex 5.2 Budget plan for Bachelor of Music Program (to be available on site) Annex 5.3-1 Statistical data on support staff

6. Communication

Annex 6.1-1 Communication tools for the publication of information to students and staff Annex 6.1-2 Policies - Procedures on communication process Annex 6.2-1 Mahidol University Administrative Structure Annex 6.2-2 Mahidol University Regulation regarding Operation and Management of International College, College of Management, and College of Music B.E. 2553 Annex 6.2-3 Appointment of the College of Music Board of Director Annex 6.2-4 Appointment of College of Music’s Administrative Committee Annex 6.2-5 Example of Administrative Meeting Minutes Annex 6.2-6 Example of Staff’s job description

7. internal Quality Culture

Annex 7-1 National Qualifications Framework for Higher Education in Thailand Annex 7-2 Programme Report (TQF 7) Annex 7-3 Course Specification (TQF 3)

8. Public Interaction

Annex 8.1-1 SEADOM Website Annex 8.1-2 Yala Music Camp for kids Annex8.2-1 List of past workshops for College of Music students offered by Thailand Philharmonic soloists Annex 8.2-2 List of events involving alumni Annex 8.2-3College of Music’s Music Journals