Search results

1 – 10 of over 4000
Article
Publication date: 9 April 2018

Prompilai Buasuwan

The purpose of this paper is to discuss gaps and key challenges facing higher education in Thailand with reference to the implementation of the policy of Thailand 4.0 adopted by…

5632

Abstract

Purpose

The purpose of this paper is to discuss gaps and key challenges facing higher education in Thailand with reference to the implementation of the policy of Thailand 4.0 adopted by the Royal Thai Government.

Design/methodology/approach

In-depth interviews were conducted with Thai Government officials, university administrators and faculty members to formulate the concept of a creative society in Thailand. Documentary analysis of university policy documents was used to investigate the roles and practices of universities in fostering creativity and innovation. Questionnaire surveys were used to obtain views of university administrators and faculty members on the existing roles and practices of Thai university in promoting a creative society, and their level of expectation toward the roles and practices required to promote a creative society. Priority need index (PNI) and One-way ANOVA were used to identify the gaps and challenges of Thai higher education in promoting a creative society.

Findings

The concepts of the creative society found in this study were in lines with the goals of Thailand 4.0, which are to foster creativity, innovation, inclusivity, and sustainability. It was found that development of learning networks, public-private-community engagement, new mind-set and skill-set of lecturers and students, and new technology are required for a successful implementation of Thailand 4.0.

Research limitations/implications

Although the author has identified some progress in Thailand toward achieving the goals of Thailand 4.0, it is clear that key factors that contribute to the fostering of creativity and innovation require further investigation. These factors include socio-cultural factors, creative learning and teaching, mind-set and skill-set, new technology and learning networks, and public-private-community engagement.

Practical implications

The findings of this paper can be used to identify some of the key challenges of Thai higher education in achieving the aims of Thailand 4.0.

Social implications

The findings of this paper have demonstrated that successfully implementation of Thailand 4.0 requires both educational and cultural reform.

Originality/value

This research conducted by the author in 2013-2015 showed that some important reforms are being implemented to achieve some of the aims of Thailand 4.0.

Details

Asian Education and Development Studies, vol. 7 no. 2
Type: Research Article
ISSN: 2046-3162

Keywords

Book part
Publication date: 28 September 2020

Nowadays, the higher education institutions (HEIs) of Thailand are affiliated by the Ministry of Higher Education, Science, Research and Innovation and other relevant Ministries…

Abstract

Nowadays, the higher education institutions (HEIs) of Thailand are affiliated by the Ministry of Higher Education, Science, Research and Innovation and other relevant Ministries which connects the state-of-the-art technology/facilities to all academic programmes at HEIs. Thailand has been successful in the growth in access to higher education across the country, but there are many specific requirements to improve the accountability of higher education system in the nation across many decades. This paper provides an introduction of holistic information about Thailand’s higher education system. It then describes an overall picture of developing and managing the quality assurance (QA) of Thai higher education. It also points to the details of criteria, processes, and systems which were adopted into the model of QA such as higher education standards, accreditation process of curriculum, Thailand Qualifications Framework, as well as provides the linkage between national education act, policy and standards, QA, feedback for continuous improvement as the key component of QA in the educational system. Finally, the paper presents the challenges and opportunities in the rapid change of the twenty-first century and globalisation as the main points and crucial factors requiring Thai HEIs to continue improving their quality effectively.

Details

From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

Keywords

Article
Publication date: 20 September 2019

Navaporn Snodin

The purpose of this paper is to achieve a better understanding of the current phenomenon regarding challenges of and potential for increased international recruitment and…

Abstract

Purpose

The purpose of this paper is to achieve a better understanding of the current phenomenon regarding challenges of and potential for increased international recruitment and enhancement of the teaching and learning experience in Thai HE. The focus on what made these people choose Thailand, and their actual perceptions and experiences in Thai universities, are two main foci of this paper.

Design/methodology/approach

A qualitative approach through narrative interviews was selected as the researchers did not want to constrain this study with preconceived notions that might unduly steer the findings. During the interviews, detailed notes were taken, and the conversations were taped recorded, and then transcribed and analysed. The analytic approach adopted was a thematic analysis. NVivo qualitative data analysis software (QSR International Pty Ltd Version 11, 2017) was used to help organise and analyse the data.

Findings

The findings show that availability of scholarships, word-of-mouth referrals, and geographical and cultural proximity to a home country appear to be important pull factors. A series of interviews with international students from many different cultures, from both developed and developing countries, yielded some surprising insights including strong research support in some disciplines and the fact that academic life is personalised in Thai universities.

Research limitations/implications

The findings from this study suggested that engaging returnees as ambassadors, creating links between international student community and home student community before, during and after the education abroad experience could potentially help Thai HE to be more marketable at a global scale. International students have potentials to be future contacts for inducing the flow of international students evident by the social network or word-of-mouth referrals as one of the prominent pull factors.

Practical implications

The findings from this paper provide advice and guidance on how values-based, rather than purely numbers-driven strategies can help Thai HEIs across the country to be more attractive to students and to enhance their experience once they come to study in Thai HEIs.

Originality/value

This study will make an important critique of current theories of academic mobility that primarily focus on developed countries. Current literature in international education favours native English language countries and overlooks experiences of international students in developing countries. This study will contribute to the existing literature which is lacking in reported perceptions and experiences of international students in Asian countries, particularly the new emerging educational hub in Southeast Asia like Thailand. The paper includes experiences of students from developed countries such as Canada, France, Germany, the UK and the USA, filling in the gap in the current literature that dominantly reports experiences of Asian students in the developed English-speaking countries. Additionally, this study also reports the experiences of international students from the countries that are lesser known in the context of international education, including Cambodia, Egypt, Indonesia, Laos, Myanmar, Pakistan, South Africa, Sudan and Uganda.

Details

International Journal of Educational Management, vol. 33 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 6 January 2012

Krissanapong Kirtikara

The purpose of this paper is to provide a background on the Thai higher education system which consists of over 160 public and private universities and colleges, under the purview…

Abstract

Purpose

The purpose of this paper is to provide a background on the Thai higher education system which consists of over 160 public and private universities and colleges, under the purview of the Commission on Higher Education of the Ministry of Education. Particular emphasis is placed on the Rajmangala University of Technology (RMUT) system, consisting of nine regional technology universities, consolidated less than ten years ago from over 30 region‐based technology institutes, spreading over 20 provinces.

Design/methodology/approach

The paper looks at challenges faced by the Commission and the University: aligning uneven and highly differentiated capacity with emergent and shifting educational needs; distributing or gaining access to resources to assure that quality is both established and maintained; and dealing with the existential fact that the very technological needs that one is seeking to educate for are changing literally moment by moment. Mechanisms on collaboration among the nine universities, and management practices to ensure effective regionalization are presented.

Findings

Thailand is witnessing a rapid expansion of the Thai higher education system. Two new university systems, the Rajbhat University system and the Rajmangala University of Technology‐RMUT system are newcomers. Both have evolved out of colleges under the original Ministry of Education for many decades. They have been under‐funded and inherited characteristics uncommon to universities. The RMUTs have to establish themselves among existing, mature and well developed technological universities. Issues and challenges are to be addressed by the new governance and management mechanisms.

Originality/value

This paper provides insight into the challenges and developments faced by the higher education system in Thailand.

Details

Asian Education and Development Studies, vol. 1 no. 1
Type: Research Article
ISSN: 2046-3162

Keywords

Article
Publication date: 14 September 2012

Phetphrairin Upping and Judy Oliver

The purpose of this paper is to investigate the transition of the accounting systems from cash based to accrual based, in Thai public universities. The focus is on the factors…

2115

Abstract

Purpose

The purpose of this paper is to investigate the transition of the accounting systems from cash based to accrual based, in Thai public universities. The focus is on the factors both influencing and affecting the accounting change.

Design/methodology/approach

This study takes a quantitative approach with data collected through a mail survey to the Chief Financial Officer of each of the 78 Thai public universities. Statistical analysis included both descriptive analysis and ANOVA to analyse differences between universities.

Findings

The main catalysts for change have come from both external and internal sources. The Thai government requires public agencies to adapt their accounting practices in line with New Public Management (NPM) and university management need improved information for planning and control purposes. The most important change has been to the financial accounting system with the adoption of computerised accrual accounting practices. The major factor influencing the change process is low institutional capacity of some Thai universities which is evidenced by the lack of technological resources and staff with knowledge of private sector accounting practices. Universities that either have or intend to become autonomous have given more importance to accounting system changes; and universities that have achieved more success in the change process note the importance of external consultants, and staff having an understanding and knowledge of data requirements.

Practical implications

This paper adds to the literature on accounting change in the public sector in less developed countries by highlighting factors influencing accounting change and factors that can be barriers to and facilitators of change. The findings provide further evidence of the issues confronted by public agencies in developing countries adopting new accounting practices and highlights the importance of training of local staff before the change process commences. Training is critical for knowledge transfer to enable staff to gain the knowledge and skills needed to assist in the change of accounting practices.

Originality/value

This paper presents a contribution to the government accounting change literature by highlighting public sector agencies in a developing country, Thailand. In both developed and developing countries, public universities are now operating in an environment of decreased government funding coupled with university management taking more responsibility for financial management. This study provides an insight into the changes taking place in Thai public universities in relation to the accounting system to support this new operating environment.

Details

Journal of Accounting & Organizational Change, vol. 8 no. 3
Type: Research Article
ISSN: 1832-5912

Keywords

Article
Publication date: 8 May 2017

Kulthida Tuamsuk and Mega Subramaniam

This paper aims to investigate the current state and influential factors in the development of digital literacy of the students in Thailand’s higher education institutions.

1594

Abstract

Purpose

This paper aims to investigate the current state and influential factors in the development of digital literacy of the students in Thailand’s higher education institutions.

Design/methodology/approach

The quantitative research method was applied with a survey conducted to collect information from the target group that consisted of administrators, lecturers and students of 116 Thai universities. Respondents included 81 administrators, 500 lecturers and 1,000 students.

Findings

The findings revealed that 61.73 per cent of the universities set digital literacy as an undergraduate program policy, 30.86 per cent set it as a student development policy, while 12.35 per cent do not have any policy in this regard. In total, 40.74 per cent of the universities establish digital literacy as the required graduates’ trait, and 22.22 per cent establish it as a graduate’s identity. The study of factors related to digital literacy development showed that the respondents see that all of the factors affect students’ digital literacy development at a high level, including infrastructures, human resources, students’ awareness, external environments, development process, university’s policy and academic management.

Originality/value

In Thailand, universities have seen the importance of information literacy development for students at a certain level. However, the concepts of information literacy and digital literacy differ. While information literacy mainly comprises technical skill and information management skill, digital literacy is composed of technical skill, cognitive skill and emotional-social skills. This paper presents the first research on digital literacy development in Thai higher education.

Details

Information and Learning Science, vol. 118 no. 5/6
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 14 May 2018

Sakchai Jarernsiripornkul and I.M. Pandey

The purpose of this paper is to examine the governance system of autonomous universities in an emerging economy, i.e., Thailand. The authors examine the degree of freedom that Thai

Abstract

Purpose

The purpose of this paper is to examine the governance system of autonomous universities in an emerging economy, i.e., Thailand. The authors examine the degree of freedom that Thai autonomous universities enjoy and the process that they follow in instituting their governance system.

Design/methodology/approach

The authors use case study method of research where units of analysis are 16 public autonomous universities. Data are collected directly from the Universities and available documents and through interviews with ten informants from five universities. Data are analysed using the triangulation method before presenting findings.

Findings

The authors find that Thai autonomous universities had different degree of readiness when they were granted autonomy status by the government. According to their Acts, the universities can specify their own governance pattern, leadership recruitment, revenue management, budgeting and personnel management. With the strengthening role and accountability, the university councils have enjoyed wider space of actions in institutional governance. Size and composition of the councils differ. Big and more mature universities tend to have more members and their councils comprise more outside experts than the small ones. Thai autonomous universities’ governance structure is in the pattern of corporate-like structure. Participatory process is applied in the university decision making. Big universities are strategically directed towards being research universities, while small and newly established universities are striving to expand to health science education. In academic governance, there is an academic board which helps the council to handle academic standards and give academic related recommendations. The launch of Education Criteria for Performance Excellence Framework to standardise the country’s higher education system has become controversial and is said to lessen the universities’ degree of academic freedom. In financial autonomy, the study finds that most universities are still dependent on government budget.

Originality/value

This case study depicts the governance system of autonomous universities in Thailand, which is one of the emerging countries. Taken into account that existing literature regarding university governance, especially in the emerging countries is limited, the study, which eventually proposes recommendations for lifting these universities’ governance performance, should be able to contribute fruitful knowledge in the area.

Details

Journal of Advances in Management Research, vol. 15 no. 3
Type: Research Article
ISSN: 0972-7981

Keywords

Book part
Publication date: 7 May 2015

Chanita Rukspollmuang

Promoting a “Culture of Peace” has always been one of the ultimate goals in the provision of education around the world, including Thailand. The concept of Education for…

Abstract

Promoting a “Culture of Peace” has always been one of the ultimate goals in the provision of education around the world, including Thailand. The concept of Education for International Understanding (EIU) has thus been developed since the “Peace Movements” following the 20th century’s world wars. Initially, the field encompassed peace education, international education, human rights education, citizenship education, and development education. Gradually, it has become an interdisciplinary, and multidimensional field of study encompassing other related themes including disarmament education, nonviolence education, education for conflict resolution, antidiscrimination education, gender equity education, multicultural education, global education, education for international cooperation, education for dialogue of civilizations, education for interfaith dialogue, values education, environmental education, education for sustainable development, and education for inner or personal peace. Moreover EIU, which formerly focused on the “international” dimension, is now concerned just as much with issues and problems “within” (intra) societies. This chapter examines the development of the concept and the implementation of EIU-related themes in Thai policies and curriculum. Survey research was conducted before and after the major political crisis starting in 2008. Survey questions include ability to identify national policy relating to EIU, perceptions concerning the objectives in implementing EIU and values highlighted within an EIU framework, teaching methods, experiences in studying/participating in EIU-related courses/activities, and problems in studying/participating in EIU activities. Some results from the study in 2007 are presented and compared with findings from following studies in 2010, 2012, and 2014.

Details

Comparative Sciences: Interdisciplinary Approaches
Type: Book
ISBN: 978-1-78350-456-5

Keywords

Article
Publication date: 5 July 2013

Mukdashine Sandmaung and Do Ba Khang

The purpose of this paper is to determine the quality indicators that are suitable for assuring quality in higher education institutions (HEIs) in Thailand, from the perspectives…

1456

Abstract

Purpose

The purpose of this paper is to determine the quality indicators that are suitable for assuring quality in higher education institutions (HEIs) in Thailand, from the perspectives of students, teaching staff, managerial staff and employers. These quality expectations are then to be compared with the quality indicators of the Office of Higher Education Commission (OHEC) in Thailand.

Design/methodology/approach

A list of quality expectations was first established based on a review of the literature and the OHEC quality indicators, then finalized with input from interviews with experts and a pilot survey. Over 2,000 questionnaires were then delivered to stakeholders. Statistical analyses of differences and factors were conducted and compared with OHEC's official list of quality indicators.

Findings

In terms of relative perceived importance, while the rank correlations among quality expectations of different stakeholder groups were generally high, a correlation between students and teaching/managerial staff was the lowest. The most important expectations of stakeholders are found missing from the OHEC list, and several indicators used by OHEC were among the lowest ranked items. Factor analysis also suggested a different structure for categorizing the quality indicators compared to what is being mandated by OHEC.

Practical implications

The stakeholders' perspectives and their priorities observed in this study could serve as initial empirical inputs for OHEC and HEIs in developing or reviewing quality assurance systems.

Originality/value

The paper shows that assessing and comparing similarities and differences among multiple stakeholder perspectives can present a more comprehensive and accurate understanding for the development of quality assurance indicators suitable for Thai HEIs.

Details

Quality Assurance in Education, vol. 21 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 13 November 2017

Jason Lee Carter

Thailand desires to improve its economic competitiveness in the Southeast Asia-Pacific region and utilizes the World Economic Forum’s Global Competitiveness Report (GCR) on the 12…

Abstract

Purpose

Thailand desires to improve its economic competitiveness in the Southeast Asia-Pacific region and utilizes the World Economic Forum’s Global Competitiveness Report (GCR) on the 12 Pillars of Competitiveness to gauge this progress. The purpose of this paper is to study the outcomes for the fifth pillar on “Higher education and training” to identify the challenges to institutional management for the design and implementation of business administration programs.

Design/methodology/approach

The first hypothesis on causality and impact is a comparison of curricula design from published material between Thai and similar highly rated programs from the GCR using a statistical variance method. The second hypothesis is a proposed improvement model for implementation, geocentralization, analyzed using an inferential percentage differentiation.

Findings

The findings reveal a marked misalignment in relevant vs irrelevant curriculum design, with implementation performance results showing lower outcomes from traditional learning methods as compared to geocentralization.

Originality/value

Final remarks outline recommendations that Thai higher education administrators can utilize for improving curriculum design and implementation.

Details

International Journal of Comparative Education and Development, vol. 19 no. 4
Type: Research Article
ISSN: 2396-7404

Keywords

1 – 10 of over 4000