Historical Background

1.1 Assumption University

Assumption University (Au) was initially originated from Assumption Commercial College in 1969 as an autonomous Higher Education Institution under the Assumption School of Business. In 1972, with the approval of the Ministry of Education, it was officially established as Assumption Business Administration College or ABAC. In May 1975, the Ministry of University Affairs accredited ABAC. In 1990, it was granted new status as “Assumption University” by the Ministry of University Affairs.

The University is a non-profit institution administered by the Brothers of St. Gabriel, a worldwide Catholic Religious Order, founded in France in 1705 by St. Louis Marie de Montfort, devoted to education and philanthropic activities. The Congregation has been operating many educational institutions in Thailand since 1901.

1.2 Au Philosophy

In loyalty to its Christian mission, Assumption University stands for:

  • The inculcation of respect for the three institutions of the Nation: Religion, Country, the King; and a democratic way of life;
  • The belief that a man justifies himself and his existence by the nobility of his work;
  • The commitment to be a light that leads men towards the true source of all knowledge and life.

The philosophical cornerstones of the University are:

  • Academic excellence,
  • Social responsibility,
  • Freedom of expression,
  • Integrity,
  • Rationality.

1.3 Au Mission

Assumption University exists for the main purpose of serving the nation through generation, dissemination and application of business, scientific, technological and humanistic knowledge through research and interdisciplinary collaborations and partnerships that build on a strong foundation of strong interdisciplinary scholarship.

Assumption University teaches students to think critically, objectively and creatively, and to be life long learners, leaders and productive ethical citizens; pursues research to advance knowledge, to meet local, national and international challenges in a knowledge based and technologically dynamic society.

1.4 Au Vision 2000

Assumption University of Thailand envisions its graduates as:

  • Healthy* and open-minded persons, characterized by personal integrity, an independent mind, and creative thinking,
  • Professionally competent, willing to exercise responsible leadership for economic progress in a just society,
  • Able to communicate effectively with people from other nations and to participate in globalization process.

* means sana in corpore sano (healty Mind in a healthy Body)

1.5 Au Vision 2000 Strategies

In the beginning of the new millennium, the university has set forth its Vision 2000 strategies as the uniting force and direction for the university to achieve its placement alongside its world-class peers in the strive of its Vision 2000 and academic excellence. The strategies are:

  • Innovative student-centered teaching
  • Participation in ongoing research
  • Leadership training
  • Professional ethics
  • State-of-art education in language and cyber technology
  • International environment, and
  • Service activities.

1.6 Au Objectives

Assumption University exists for the main purpose of serving the nation by proving business, scientific and humanistic knowledge though research and interdisciplinary approaches.

To this end it aims at forming intellectually competent graduates:

  • Who are morally sound, committed to acting justly and open to further growth;
  • Who appreciate freedom of expression, imbue right integrated curriculum of Ethics, Science, Languages and Business Management; and
  • Who achieve academic excellence through hard work, analytical thinking and effective decision-making.

To meet the above objectives, all University academic programs are geared for creation of up-to-date and upright business and social leaders who are:

  • Known to possess the ability to systematically think, analyze and solve problems;
  • Imbued with love and respect for law, country, religion and the monarchy;
  • Conscious of their place in an increasingly interdependent world and who manifest their worth as individuals and as members of the community through their work (Assumption University, 1999, pp. 7 – 9).

1.7 University Motto

The university’s strive for excellence and quality is enshrined in its motto of “Labor Omnia Vincit”. Success through hardwork.

1.8 Au Quality goals

Au aims at the 4 key tenets of Education Excellence through:

  • Quality graduates,
  • Quality faculty,
  • Quality curriculum, and
  • Quality infrastructure.

    1.8.1 The tenets of intellectually competent quality graduates are:

  • Graduates who are healthy* and open-minded persons; morally sound, committed to acting justly characterized by personal integrity, and open to further growth;
  • Graduates who appreciate freedom of expression through an independent mind and creative thinking, imbue right attitudes and ideologies that are gained though a carefully integrated curriculum of Ethics, Science, Technology, Languages and Business Management; and
  • Graduates who achieve academic excellence through hard work, analytical thinking and effective decision-making, the tenets of a knowledge worker.
  • Graduates who are professionally competent, willing to exercise responsible leadership for economic progress in a just society,
  • Graduates who are able to communicate effectively with people from other nations and to participate in globalization process through the information communication technology.
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    1.8.2 The tenets of intellectually competent quality faculty are:

  • Intellectuals who are possessors of true knowledge in their teaching, learning and research, arbiters of truth and falsehood, adjudicators of what is right and wrong, what is fair, equitable and just.
  • Intellectuals who are conscientious and compassionate and should be the pillars of a society or leaders of a community.
  • Intellectuals who are honest and dedicated and will avoid idle talk, malicious fabrications, maledictions and machinations, abstain from unjust causes and unholy alliances.
  • Intellectuals who will make fair observations, correct analyses and pass judgment on the motivations and the hidden agenda of people belonging to obnoxious factions, groups associations and parties.
  • Intellectuals, who cultivate only the best of intentions, are armed with high principles and noble ideals and will not stoop to the tactics and strategies of political expediency and the cheap captraps of rabble-rousers and power-hungry individuals.
  • Intellectuals who know that politicians and their henchmen are planning and plotting all the time to extend their influence and ensure their hold on power and privileges indefinitely.
  • Intellectuals who are fully aware that power corrupts and that absolute power corrupts absolutely.
  • Intellectuals who are familiar with what a brilliant wit suggested that politicians and diapers share a common feature which requires them to be changed regularly.
  • Intellectuals who act as the conscience of a society, pointing out the evils, the pitfalls and the calamities that lie ahead.
  • Intellectuals who must make the clarion call when there is a lot of injustice and oppression and when our values are being corroded by a breakdown of morality and ethics.
    1.8.3 The tenets of innovative and quality curriculum are:
  • Curriculum that define the benchmark of the graduates.
  • Curriculum that fulfils and meets with the dynamic changes and requirements of all the stakeholders’ community of students, alumni, parents, educators and employment market.
  • Curriculum that is interdisciplinary to build the all-rounded graduated grounded in business and technology within the core and specialized discipline.
  • Curriculum that is innovative and cutting edge that is the hall mark of academic excellence endeavors.

    1.8.4 The tenets of quality infrastructure are:

  • Infrastructures those are supportive of the teaching, learning and research, continuous learning and knowledge management of the faculty and student body.
  • Infrastructures that is supportive of the academic and administrative work of the university.
  • Infrastructure that is supportive of the pervasive uses of information communication technology for generation and dissemination of knowledge and for universal networking leading to partnership with the stakeholders.
  • Infrastructure that is innovative in nature to differentiate the university as the leader in education excellence and information communication technology excellence for operational excellence.
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1.9 Quality Assurance at AU

It seems that at the turn of this century every institutional leader in education is picking up quality assurance as on of the key issues on the institutional agenda. This is because the implementation of quality assurance at all levels of education in Thailand is required by law as stipulated in both the 1997 Constitution of the Kingdom of Thailand and the National Education Act of B.E. 2542 (1999) (Chapter 6). At the level of higher education, the Ministry of University Affairs announced its policies and procedures on quality assurance on July 8, 1996.  

Assumption University as a private institution of higher learning has been under strict supervision of the Commission of Higher Education, Ministry of Education in the following areas: broad policies relating to higher education, university regulations, approval of new study programs, setting curriculum standards, overseeing university personnel and administration, approving accreditation and curriculum development, and acting as link the between the university and government of examination papers, and grading consideration.

On his own initiative and on April 3, 1994, the president of the University, Rev. Bro. Dr. Prathip Martin Komolmas, began formulating the process for a QA system when he issued guidelines in a document entitled, “ABAC Academic Standards.” This document and later pronouncements pertaining to basic principles and general objectives of the QA program, gave the impetus for the QA initiative.

From then on, the topics selected for annual seminars organized for the faculty centered around quality assurance and other related issues as shown below:

1994: ABAC Academic Standards
1995: Strategies to Maintain the ABAC Leading Edge
1996: Challenges and Choices of Teaching-Learning Processes for the 21st Century
1997: ABAC Quality Assurance
1998: Towards the Global University: How to Prepare Au for the 21st Century
1999: Quality Teaching at AU in 2000
2000: Good Governance and Its Application
2001: National Changes & Global Competition:
Institutional Response

Since the promulgation of the National Education Act of B.E. 2542 (1999), Assumption University has continued in its efforts to be actively involved in quality development at all levels and in every aspect of the university life. The main concern of this quality assurance is to improve and maintain the quality of the graduates as stipulated in the National Education Act 1999, Chapter 4. Sections 22, 23 and 24:

Section 22 Education shall be based on the principle that all learners are capable of learning and self-development, and are regarded as being most important. The teaching-learning process shall aim at enabling the learners to develop themselves at their own pace and to the best of their potentiality.

Section 23 Education though formal, non-formal, and informal approaches shall give emphasis to knowledge, morality, learning process, and integration of the following, depending on the appropriateness of each level of education:

  1. Knowledge about oneself and the relationship between oneself and society, namely: family, community, nation, and world community; as well as knowledge about the historical development of the Thai society and matters relating to politics and democratic system of government under a constitutional monarchy;
  2. Scientific and technological knowledge and skills, as well as knowledge, understanding and experience in management, conservation, and utilization of natural resources and the environment in a balanced and sustainable manner;
  3. Knowledge about religion, art, culture, sports, Thai wisdom and the application of wisdom;
  4. Knowledge and skills in mathematics and language, with emphasis on proper use of the Thai language;
  5. Knowledge and skills in pursuing one’s career and capability of leading a happy life.

Section 24 In organizing the learning process, educational institutions and agencies concerned shall:

  1. provide substance and arrange activities in line with the learner’s interests and aptitudes, bearing in mind individual differences
  2. provide training in thinking process, management, how to face various situations and application of knowledge for obviating and solving problems
  3. organize activities for learners to draw from authentic experience; drill in practical work for complete mastery; enable learners to think critically and acquire the reading habit and continuous thirst for knowledge
  4. achieve, in all subjects, a balanced integration of subject matter, integrity, values, and desirable attributes
  5. enable instructors to create the ambiance, environment, instructional media, and facilities for learners to learn and be all-round persons, able to benefit from research as part of the learning process. In so doing, both learners and teachers may learn together from different types of teaching-learning media and other sources of knowledge;
  6. enable individuals to learn at all times and in all places. Cooperation with parents, guardians, and all parties concerned in the community shall be sought to develop jointly the learners in accord with the potentiality.

2.0 Quality Management System

In the implementation of the strategies, the main strategic theme of Education Excellence is identified, and its supporting strategies are

  • Revenue Mix from a composite of innovative product and service offer,
  • Academic excellence from a composite of quality students, faculty, curriculum and infrastructure, and
  • Operational excellence as a composite of the administrative excellence, processes and learning and growth systems.

    A balanced approach as defined by Kaplan and Norton (2001), in the strategy-focused organization is used to implement the strategies successfully. This will be the fundamental philosophy guiding the quality management system of Assumption University: Management through Measurement. It defines the:
  • 4 main perspectives of financial value perspective, customer value perspective, process value perspective and the learning and growth value perspective,
  • cause-effect relation and the inter-linkage of the 4 perspectives leading to the ultimate achievement of the strategies as defined,
  • imperatives of the definition of key performance management indicators