In order to ensure the quality of teaching and to enhance the development of faculty’s academic careers, the University has established a mechanism and practice for faculty’s teaching, research, and diversified promotion and evaluation, which includes the organization of diversified teaching and learning improvement initiatives for faculty to assist them in their teaching and professional growth. In addition, the University supports and protects their academic career development by improving the multiple-promotion channel, establishing an academic award system, and creating an ethical review mechanism; in ensuring the quality of faculty, staff and administrative operations, it improves the mechanism for selecting and managing faculty and staff and encourage their professional growth, so as to give full play to their professional functions and improve overall organizational performance; in ensuring the quality of courses, it has established a mechanism for review, operation, and evaluation of the course system. In terms of ensuring the quality of the curriculum, it has established a systematic review, operation and evaluation mechanism for the curriculum, and has planned a flexible teaching system based on innovative teaching to facilitate the implementation of interdisciplinary learning for students.

Teaching Quality and Innovative Teaching

Enhancing Teacher Knowledge and Complete Administrative Support

Improving Teacher Professional Development Support

1.Promote the implementation of “Teacher Mentoring System" to encourage senior teachers to pass on their experiences, mentor new faculty or peer colleagues, and conduct team activities based on teaching, research, service, and student counseling; and organize exchange sessions for new faculty to learn about teaching and administrative operations and campus culture.

2.The satisfaction rate with teaching in NUK has shown a positive and steady development, with a 91% satisfaction rate in teachers' evaluation, and a 100% rate of faculty with unsatisfactory results receiving relevant counseling measures from Teaching and Learning Advisory Committee.

3.Teaching assistants are deployed to enhance teaching quality and provide learning counseling.

Quantitative Indicators Related to Teaching Evaluation

Item/Year	Fall 2021	Spring 2021	Fall 2022	Spring 2022	Fall 2023	Spring 2023	Fall 2024
Average	4.54	4.56	4.54	4.54	4.54	4.48	4.53
Satisfaction	90.8%	91.2%	90.2%	90.8%	90.8%	89.6%	90.6%
Fill-in ratio	79.60%	77.25%	90.8%	78.42%	70.26%	68.41%	70.03%

 

 

 

 

 

 

 

Processing Teaching Evaluation

Year/Item	No. unsatisfactory course	No. unsatisfactory teacher (A)	No. received counseling (B)	Ratio received counseling (C=B/A)
2022	7	8	8	100%
2023	7	7	7	100%
Fall 2024	3	3	3	100%
Total	17	18	18	100%

 

Provide administrative and material resources to enhance the support system for the teaching and research environment.

1.The 82.5-hectare campus consists of 30 buildings for teaching, research and administrative purposes, with a total floor area of 226,722 square meters.

2.In order to meet the demand for additional space for the implementation of the University's industry or research centers, the University will provide and assist faculty members to set up the office space of the Industry and Research Center by leasing the University-controlled and coordinated space at a fee.

3.In order to enable faculty and staff to work with ease, the University provides them with accommodation on application and has drawn up "Key Points on the Management of Staff Housing" for their management.

 

Rental Space Statistics 2020-2023

Year	2020	2021	2022	2023
No. Entry Unit	8	8	10	9

        

Statistics on the Number of Housing and Borrowers 2020-2023

Year	2020	2021	2022	2023
No. Housing	58	58	58	58
No. Lender	56	58	55	59

 

 

Teaching Innovation and Enhancement Programs

The University is committed to promoting teachers to improve teaching and expand their knowledge of innovative teaching and field practice, promoting projects such as: cross-disciplinary joint-teaching and practices, and field practice and game-based teaching, and subsidizing departments and schools and teachers to supplement teachers in the development of brainstorming programs such as cross-curricular oriented modules and sustainable issue oriented modules in order to enhance innovative teaching, integrate sustainable issues into the curriculum, and highlight interdisciplinary co-learning and social practice to improve the quality of teaching.

 

 

Faculty and Student Growth Community

Faculty is encouraged to form growth communities for the purpose of pedagogical innovation, interdisciplinary teaching or research. In 2024, a total of 19 communities were organized and 33 public activities were held; a peer class observation system was developed, and the teaching observation mechanism was improved to enhance the quality of teaching. In 2024, a total of 24 courses were open for class observation, with 73 participants. In 2024 full-time faculty participation rate of 31.06%, a 4.06% increase from 2023.

1.With the revision of “Implementation of the Teacher Professional Growth Community”, the organization of the community has changed from a unilateral innovation group in 2018 to teaching improvement in 2020, and then to a community with three main directions, namely, teaching improvement, teaching innovation, and research on teaching practice in 2021. Through the different goal orientations, faculty’s teaching experiences have accumulated, promoting peer learning and development. In 2024, the faculty joined the growth activities 113 times, and the total number of open courses reached 24. The variety of courses also attracted many faculty members to observe classes. Through peer-to-peer exchanges, the faculty has learned about the actual operation of different teaching methods, which inspire them to think more innovatively and to improve their professional development.

2.Promote growth communities between teachers and students:

The University encourages project applicants for the brainstorming program to set up teacher growth communities to increase the sharing and exchange of experiences among various groups, so as to achieve the common preparation and to refine pedagogy. In 2024, the University promoted 8 groups of self-directed learning communities to enhance the quality of teaching and learning through issue-oriented community building.

 

No. teachers participating in class observation

Year No. teacher	2022	2023	2024
full-time faculty/ratio	72(100%)	29(100%)	72(98.63%)
part-time faculty/ratio	0(0%)	0(0%)	0(0%)
other personnel/ratio	0(0%)	0(0%)	1(1.37%)
full-time faculty partaking rate	30.4%	27.00%	31.06%
No. observed class	25	22	24

 

 

 

 

 

 

 

 

 

 

 

No. teachers participating in growth community

Year	2022	2023	2024
No. Community	14	18	19
No. teaching practice rel. community	2	2	2
No. participant	84	104	113
No. full-time faculty	77	100	108
No. part-time faculty	3	0	1
No. inter-school faculty	4	4	5
other personnel	0	0	0
No. open activity	31	39	33

 

Integration of Innovative Teaching and Research

Enhance teachers' innovative teaching and practical knowledge to improve teaching quality and learning effectiveness.

In order to implement teaching innovation and enhance education quality, the University has established a support system for teaching and research, and organized seminars and conferences related to professional growth and sharing experience through Teaching and Learning Development Centre and the Academic Affairs Office.

1.Promote Faculty’s Innovation and Teaching Enhancement Subsidy Plan: Includes STEAM courses, SDGs-Capstone courses, and Innovative Teaching.

2.Optimize the mechanism for faculty to implement teaching practice research: Other than encouraging faculty members to apply for MOE Teaching Practice Research Project, the University subsidizes and assists them to expand their small-scale projects to apply for the MOE projects.

 

 Pass Rate of MOE Teaching Practice Research

Year	2022	2023	2024
No. applicant	15	13	15
Pass rate (%)	53	46	53

3.The University is actively implementing the SDGs-Inside strategy, embedding the SDGs into the curricula of all colleges. 2024 curriculum planning for all colleges is based on the SDGs indicators, and the statistics show that the College of Humanities and the College of Science have the highest correlation between their curricula and the SDG 4 Quality Education, the College of Law focuses on SDG 16 Peace, Justice and Institutions, and the College of Management focuses on SDG 8 Good Work and Economic Growth, while the College of Engineering focuses on SDG 9 Industry, Innovation and Infrastructure. Education for sustainable development is further promoted through the introduction of SDGs into each college and its curriculum.

 

Developing multi-disciplinary research with characteristics to add value to the research results

1.Project Implementation Result: In 2019-2024, the University implemented 1181 NSC grant research projects (including industry-academia cooperation projects), government agency sponsored and commissioned projects, and industry-academia cooperation projects with non-government agencies, amounting to more than $1.2 billion, with the average size of each project expanding yearly.

Project Execution Summary

	Year	2019	2020	2021	2022	2023	2024	Total
NSC (incl. industry-academia coop.)	No.	101	102	91	87	79	75	535
	Sum ($’000)	101,026	96,045	87,871	81,361	85,897	73,311	525,511
Govt. sponsored and commissioned	No.	58	52	43	47	39	64	303
	Sum ($’000)	71,428	75,357	65,921	78,573	136,528	92,698	510,505
Industry-academia coop.	No.	51	53	58	64	52	65	343
	Sum ($’000)	21,303	32,641	26,435	47,824	27,552	27341	183,096
Ttl. No. project		210	207	192	198	170	204	1181
Ttl. sum. ($’000)		193,757	204,043	180,227	207,758	249,977	193,479	1,219,112

Note: The statistics of "government sponsored and commissioned projects" excludes the curriculum projects of Academic Affairs Office and Education Development Center.

2.Achievement of industry-academia cooperation among the 31 research centers: In accordance with "Regulations for the Establishment of Research Centers" and "Regulations for the Management and Evaluation of Research Centers" for management and evaluation, the results are classified into three grades, namely, A, B, and C, and the distribution system of administrative fees is formulated based on the evaluation results, and the operation of the centers and the achievement of their performance are implemented through the mechanism of management and evaluation. The University has established 31 research centers (including 2 university-level centers, namely the Southeast Asia Development Research Center and the Artificial Intelligence Research Center), and 29 college-level centers to carry out university-industry cooperation, with a total amount of 351 projects and about $370 million.

 

 No. & sum of university-industry cooperation projects by research centers

Year	2019	2020	2021	2022	2023	2024	Total
No.	57	65	57	51	46	75	351
Sum ($’000)	61,512	73,679	54,182	65,344	43,560	79,509	377,786

 

3.Encouraging applications for R&D patents: The University has budgeted to subsidize inventors to apply for domestic and foreign patents, with a total of 100 patent application cases in the past 6 years from 2019 to 2024, averaging about 16 cases a year.

Number & sum of patent technology transfer 2019-2024

Year	2019	2020	2021	2022	2023	2024	Total
No. patent application	21	16	15	13	14	21	100
No. patent license	16	13	11	8	6	14	68
Application related subsidy ($’000)	324	365	476	817	519	579	3,8080
No. Technology licensing	5	4	5	2	5	4	25
Sum Technology licensing ($’000)	417	303	2,428	350	601	843	4,942

 

4.Cultivation of specialty research teams: The departmental characteristics are linked to cultivate specialty research teams, including the Centers of AI Research, Disaster Prevention and Rescue Technology, Health and Bionic Technology, Sustainable Living Environment Technology, Advanced Structural Integration Technology, Digital Content Design, and ASE-NUK Industry-University Cooperation.

 

 

Sustained Research Funding

Our faculty research is actively linked to the United Nations Sustainable Development Goals (SDGs) in response to global environmental change and sustainable development. The R&D Office counted a total of 203 projects related to the SDGs in 2024, including 74 projects with a total amount of $74,330,263 from the National Science and Technology Council, 114 projects with a total amount of $97,126,544 from industry-academic projects, and 15 projects with a total amount of $22,912,106 from the Ministry of Education. The SDGs corresponding to the SDGs were mainly SDG3 (Health and Well-being), SDG4 (Quality Education), SDG8 (Suitable Jobs and Economic Growth), SDG9 (Industrialization, Innovation, and Infrastructure), SDG11 (Sustainable Towns and Communities) and SDG12 (Sustainable Consumption and Production Patterns). The University continues to encourage faculty members to commit themselves to engage in sustainability research and strengthen our sustainability research through various grants and awards.

 

Sustainability Academic Publications

Our faculty members in five colleges – Arts and Social Sciences, Law, Management, Science and Engineering – have been deeply involved in sustainability issues in recent years, such as the development of Southeast Asia, artificial intelligence, disaster prevention and control, sustainable living environment, humanities and technology, biomedical technology and artificial intelligence, social network innovation, science education, health and bionic technology, new energy and power development, and advanced structural integration, which are crucial themes of the future sustainable development.

In 2024, a total of 297 papers related to SDGs were published, of which 148 are journal articles, 142 conference papers, and 7 monographs, with SDG9 (industry, innovation, and infrastructure), SDG4 (quality education), SDG8 (decent work and economic growth), and SDG3 (good health and social welfare) as the main directions of development. In the future, the University will continue to comply with major national policies and integrate the specialties of its research areas to respond to the global trend of sustainable development.

 

 Master's and doctoral dissertations related to SDGs 2023

SDG/College	Humanities & Social Science	Law	Management	Science	Engineering	Total
SDG 1	1	6	4	1	0	12
SDG 2	0	0	2	2	0	4
SDG 3	18	7	20	7	20	72
SDG 4	23	4	17	17	22	83
SDG 5	5	3	3	0	0	11
SDG 6	0	0	0	3	3	6
SDG 7	2	0	3	6	10	21
SDG 8	9	7	94	7	20	137
SDG 9	12	5	65	33	83	198
SDG 10	20	19	66	7	12	124
SDG 11	23	8	6	5	12	54
SDG 12	14	0	36	24	60	134
SDG 13	9	1	10	6	23	49
SDG 14	0	0	0	1	0	1
SDG 15	6	0	1	3	4	14
SDG 16	6	25	22	4	7	64
SDG 17	8	5	27	11	16	67

 

Results of the Sustainability Conference

In 2024, a total of 23 conferences were held inside and outside the university, with a total of 1,230 participants, of which 4 international conferences were attended by participants from 27 countries. The topics of the conferences included 3 sessions related to SDG4 Quality Education, 3 sessions related to SDG9 Sustainable Industry and Infrastructure; 1 session related to SDG11 Low Carbon Resilient Cities; and 16 sessions related to SDG16 Peace, Justice, and Sound Judiciary, which also covered SDG3, SDG8, and SDG17, which continued to deepen the spirit of our school's development goals and the United Nations Sustainable Development Goals (SDGs).

 

Statistic of NUK conferences 2024

	SDG4	SDG9	SDG11	SDG16	Total
Domestic Conference	1	1	1	16	19
International Conference	2	2	0	0	4
Total	3	3	1	16	23