Education Institutions In Thailand Research Articles

The Organizational Culture and Internal Control Efficiency Mirror the Operational Outcomes of Private Higher Education Institutions in Thailand

The Organizational Culture and Internal Control Efficiency Mirror the Operational Outcomes of Private Higher Education Institutions in Thailand

Approaches for sustainable professional skill development for vocational education students in Thailand

Background This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology. Methodology The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation. Results The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement. Conclusion These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development.

Factors Influencing Social Media Platform Engagement among Thai Students: A Quantitative Study

This study delves into the complex landscape of social media utilization among undergraduate students in higher education institutions in Thailand, investigating the pivotal factors that shape their engagement with these platforms. Employing a quantitative research approach, the investigation utilizes a meticulously crafted multi-stage sampling methodology coupled with a robust data collection process. Through applying multi-correlation and multiple-regression analyses, the research unveils significant insights into the determinants of social media usage among Thai youth. Notably, motivation for social media use, access, creativity, and participation through these platforms emerge as substantive predictors. This aligns seamlessly with existing research, underscoring the critical roles played by motivation and accessibility in influencing online engagement. The resultant predictive equation is a pragmatic instrument for comprehending and forecasting social media engagement patterns among Thai undergraduate students. The findings underscore the importance of motivation, access, and creativity as driving forces behind social media utilization. This research equips educators, policymakers, and researchers with valuable insights, emphasizing the imperative of fostering responsible and effective use of social media within this demographic. The study's contribution to the academic landscape is noteworthy because it sheds light on unexplored facets such as cultural dynamics, peer networks, and individual traits, enriching our understanding of the intricate social media landscape among Thai undergraduate students. Doi: 10.28991/ESJ-2024-08-02-011 Full Text: PDF

Needs Assessment in the use of Digital Technology for Learning Loss Recovery of Students at the Basic Education Level

Globally, COVID-19 has disrupted educational practices, causing basic education institutions in Thailand to close temporarily. Schools in Thailand as well as the world over have switched to online learning environments to guarantee students' educational continuation. The purposes of this study were firstly to determine whether digital technology is required for learning loss recovery; secondly, to conduct a systematic literature review using bibliometric keywords; thirdly, to assess the need for using digital technology to recover students' learning losses at the basic education level, both during and after the COVID-19 pandemic, and finally, to summarize data in an infographic landscape format pertaining to this topic. A questionnaire survey was conducted with 600 online respondents from throughout Thailand. The respondents included 56 educational supervisors, 40 school administrators, and 504 teachers. The results show that the following can be used: (a) student communication websites and applications, (b) student work acceptance websites and applications, (c) learning management systems, (d) digital media libraries, (e) online assessment tools, and (f) teaching methods and tools for future use. The respondents indicated that students have learning loss relating to (a) morality, ethics and manners, (b) good citizenship, (c) imagination and creativity, (d) health promotion, and (e) mathematical processes.

Developing Training Courses about Spiritual Leadership in Higher Education in Thailand: Critical Review

Purpose: Spiritual leadership launched into a significant topic in higher education globally; Thailand also desires to make positive social change sustainably in the World, the national higher education system is friendly identifying to a kind of leadership with spiritual growth, positive transformation, sustainability; however, the spiritual leadership is such one the higher education institutions in Thailand would like to search.
 Method: The study was a critical review; in literature searching, there were keywords such as spiritual leadership, higher education, curriculum, and Thailand. Then, the researcher synthesizes the pieces of literature to develop the critical reviews under compared analysis (diverse perspectives, advantages, and disadvantages); however, all documental resources were searched from qualified engines, such as Google Scholar, Research Gate, and online libraries.
 Results: The critical review found concepts of spiritual leadership with different perspectives in religion, business and higher education; then, the critical review also briefly introduced higher education in Thailand and why its higher education needs spiritual leadership and related training courses; however, the critical review disclosed the six types of training curriculums in developing spiritual leadership and general advantages and disadvantages in the training courses; finally, the researcher provided potential implications according to the major findings in the literature review, it may contribute practical suggestions to develop spiritual leadership in higher education in Thailand. Regarding the above necessary for developing spiritual leadership in higher education in Thailand, the researcher aimed to conduct a critical review, to fiful related theories in spiritual leadership concepts, what types of curriculums can assist spiritual leadership, what advantages and disadvantages in the curriculums, and why spiritual leadership suitably develop in Thailand.
 Conclusion: In conclusion, the study disclosed spiritual leadership there were different perspectives on its concepts; however, spiritual leadership in higher education refined as leadership encourages personal growth, positive transformation, and sustainability for individuals; then, the study found six types of training curriculums suitable for developing spiritual leadership in higher education in Thailand; according to Thailand's details in higher education and major findings, the researcher suggested potential implications to higher education institutions in Thailand for developing spiritual leadership, such as organizing the six curriculums into students.

Enhancing Socially Responsible Leadership for Undergraduate Students in Thailand: A Quantitative Model

Background and Aims: With the need for social profits and benefits in social development, Thailand needs to train their future leaders to possess leadership value-based, participated, purposed, and non-authoritative to resolve emerging social issues like social inequity, environmental pollution, democratic development, etc.; consequently, socially responsible leadership is a sort of tool can solve the problems and make better for society in Thailand; the research would conduct the five objectives in the researcher to propose a suitable model for enhancing socially responsible leadership for undergraduate students in Thailand: 1) to find what levels of socially responsible leadership are for university students in Thailand; 2) to find what levels of involvement frequency in activities can advance socially responsible leadership for university students in Thailand; 3) to determine whether there is a significant difference between student demographics and socially responsible leadership for university students in Thailand; 4) to determine whether there is a significant relationship between leadership activities and socially responsible leadership for university students in Thailand; 5) to propose a suitable model for developing socially responsible leadership for university students in Thailand. Materials and Methods: The researcher conducted the three theories: the social change model of leadership, the four types of leadership activities that can enhance socially responsible leadership for undergraduate students, and demographics of students; the research quantitative analysis and modeling; the duration of collecting data was in 6 months; there were 600 valid data from five representative universities in Bangkok, Thailand; then, the researcher would conduct model validation by five scholars from the universities in Bangkok, Thailand and an evaluation model as the CIPP. Results: The research includes the following findings: 1) there were eight dimensions of socially responsible leadership in higher education context in Thailand: commitment, controversy with civility, congruence, change, consciousness of self, collaboration, common purpose, citizenship; 2) there were the four types of leadership activities can enhance socially responsible leadership in higher education in Thailand: game related activities, student organizational and interesting club activities, classroom activities and leadership workshops; 3) there were three types of students who need to enhance the leadership: males, aged less than 18, and first-year level; 4) the researcher found almost the four types of leadership activities can be associated with the eight dimensions of socially responsible leadership (p<.05) ; 5) according to the results of model validation, the five scholars approved the model has possibilities to enhance socially responsible leadership for undergraduates in Thailand by given scores (≥0.60). Conclusions: The model advises enhancing socially responsible leadership for undergraduates, males aged under 18, and first-year students in higher education in Thailand and higher education institutions in Thailand, which could lead to the four types of leadership activities appropriately. Furthermore, the model can provide practical paradigms for developing socially responsible leadership for related stakeholders concerned with student development in higher education in Thailand.

Career Bridge Employment Intentions Among Academic Staff in Higher Education Institutions in Thailand: Understanding the Interactive Effect of Bridge Employment Practices and Work Passion

Career Bridge Employment Intentions Among Academic Staff in Higher Education Institutions in Thailand: Understanding the Interactive Effect of Bridge Employment Practices and Work Passion

Guidelines for the Development of Jazz Music Education Management in Thailand’s Higher Education Institutions

The objectives of this research were to study 1) the conditions and problems of jazz education management in higher education institutions in Thailand, and 2) the guidelines for developing jazz music education management in higher education institutions in Thailand. Qualitative research methods were employed by collecting data from documents, interviews, observations, and focus group discussions. The findings are as follows: Regarding the conditions of jazz music education management in Thailand’s higher education institutions, in terms of curriculum, the course offered is a four-year Bachelor of Music Program in Jazz Studies; in terms of instruction, there were qualified instructors with expertise in professional jazz, and the educational system allows students to gain knowledge and experience to the fullest extent from the faculty members and external experts; regarding educational resources, enough budgets are allocated for the purchase of educational equipment, and quality instruments and music rooms were provided; regarding measurement and evaluation, there was a measurement and evaluation system that complies with the undergraduate learning benchmarks, teaching strategies were evaluated, and student achievement was assessed according to standard criteria. Meanwhile, the problems were that some courses focused too much on classical music, learners still lacked good basic skills for jazz, the budget for organizing skills-enhancing activities was insufficient, and individual differences made group assessment difficult. Guidelines for the development of jazz music education management in Thailand’s higher education institutions. Jazz music personnel should be prepared to study the history of jazz music and understand its essence. It should be encouraged that learning content be determined, starting from the listening-memorizing-understanding-application. The inspiration and space for jazz music should be promoted in all dimensions of society, and linkages between other types of music and jazz music should be established. Jazz music should be developed based on the area, history, society, and culture of each locality. There should be an integration of what exists in society in education management personnel and agencies in the public and private sectors. As well as other related parties providing cooperation, the jazz music curriculum should be developed in accordance with the undergraduate education framework, national policy and strategy, manpower development policy of the country, United Nations Sustainable Development Goals (SDGs), and visions and missions of each university.

Characteristics of the Islamic Education System in Thailand

The uniqueness of the Islamic Education institution system in Thailand is certainly interesting to be studied in more depth, because it is a wealth of treasures owned by Islam that should be proud of in front of other worlds, the study of these institutions is also considered important to be taken for the development of the Islamic Education system wherever it is, as well as a filter wisdom to face the times in the industrial and information era 4.0 today. In exploring information related to the characteristics of Islamic Education institutions in Thailand, researchers tried to use the library research method. For this reason, researchers searched the literature in the form of books, research results, and journals, both national and international related to the topic being studied, namely examining the characteristics of the Islamic educational institution system that developed in Thailand. From the search results it was found that Islamic educational institutions in Thailand are in the form of houses, mosques / mosques, huts and madrasas. Islamic education began with studying Al-Our'an in Mushola (Balai Shah), Mosques and houses. Guru or "Tok Guru Al-Qur'an" is in charge of producing religious figures such as Imam, Khatib, Bilal, every Mosque, members of the mosque power department and at least become spiritual leaders (Tok Leba). The material is the classics. The students are called Tok Pake while the teachers are called Tok guru. While Madrasah has a more modern system with a classical system. Furthermore, the Thai government's policy towards Islamic education is accommodating.

The Antecedents of Happiness at Work and its Impact on Organizational Citizenship Behavior Among Staff in Public Higher Education Institutions in Thailand

The Antecedents of Happiness at Work and its Impact on Organizational Citizenship Behavior Among Staff in Public Higher Education Institutions in Thailand

Conditions and Problems of Instructional Management in Saxophone Practical Skills Course in Higher Education Institutions in Thailand

The objectives of this research were 1) to study the conditions and problems of instructional management in the Saxophone Practical Skills course in higher education institutions in Thailand, and 2) to propose guidelines for developing the instructional management in the Saxophone Practical Skills course in higher education institutions in Thailand. It is qualitative research. It applied the method of interviewing and observing instructors teaching the Saxophone Practical Skills course in higher education institutions in Thailand, a total of 9 people. The data was then analyzed, the content synthesized, and descriptive reports were written. The research results showed that 1) instructional management in the Saxophone Practical Skills course uses two teaching principles and methods: Classical Saxophone and Jazz Saxophone. Problems encountered in the instruction are the embouchure, air support, tone quality, articulation, performance techniques, understanding of musical performance, the condition of the learner's instruments, and the insufficient places of training for the learner, and 2) the guideline for developing the instructional management consists of to choose the suitable teaching method that the individual learners, encourage students to perform soloists or band members, and attend musical performances.

Challenges of Islamic Education of Pondok Bantan in Nakhon Si Thammarat, Thailand

The study analyses the educational issues and challenges of Pondok Bantan as an Islamic institution in Thailand. Fieldwork research has been carried out in 2018 and 2019. Data is collected using observation instruments and semi-structured interviews. Then it was analyzed descriptively. The study finds that Pondok Bantan needs to overcome several cultural and organizational issues and challenges to achieve its goal as a model of Islamic education institutions in Thailand. The study makes several recommendations such as modification of Islamic studies curriculum and initiation of a comprehensive training program as the way forward for Pondok Bantan to become a respected Islamic institution in future.

Ethical Promotion Guidelines for the Education Quality of Private Higher Education Institutions in Thailand

Ethical Promotion Guidelines for the Education Quality of Private Higher Education Institutions in Thailand

Students’ use behavior towards e-learning tools during COVID-19 pandemics: Case study of higher educational institutions of Thailand

<p><span>The research purpose was to conduct an empirical investigation into students’ use behavior of e-learning tools during the COVID-19 pandemic, a case study of higher educational institutions in Thailand. The study applied the UTAUT2 theoretical model. Primary data was collected using a structured questionnaire from a total of 1,493 students across institutions of higher learning in Thailand. Structural equation modelling (SEM) was conducted using AMOS. The findings indicated that student’s behavioral intention to use e-learning tools is positively and significantly influenced by performance expectancy (β=0.22, p<0.05); effort expectancy (β=0.14, p<0.05); social influence (β=0.20, p<0.05); facilitating condition (β=0.50, p<0.05); hedonic motivation (β=0.35, p<0.05); learning value (β=0.51, p<0.05); and social distance (β=0.46, p<0.05). Similarly, behavioral intention by the students to use e-learning tools have a positive and significant effect on actual use of e-learning tools (β=0.82, p<0.05). Learning value and social distance had the largest positive effects on the student’s behavioral intention to use e-learning tools. It is important for the higher education institutions in Thailand to consider them. They are major factors driving students towards adopting e-learning tools during disruptions as witnessed during the COVID-19 pandemic period.</span></p>

Understanding Digital Social Responsibility in the Social Media Context: Evidence from Thailand

Purpose: Organizations across the world consider social responsibility to be one of their most important strategic obligations. In the digital era like nowadays, firms have transformed social responsibility programs into digital platforms - digital social responsibility (DSR). The purpose of this study is to see how DSR affects online word of mouth (Online WOM) and purchasing intent (PI) in the setting of social media. Methodology: Data were collected via an online survey among a sample of 157 students from higher education institutions in Thailand. The proposed hypotheses were analyzed and evaluated using structural equation modelling (SEM) in this study. Findings: The findings revealed that customers' perceptions (CPN) and online WOM are highly influenced by perceived DSR. CPN slightly mediated the link between DSR and online WOM, and totally mediated the relationship between DSR and PI, according to the mediation analysis. Research, Practical & Social implications: Our analysis verifies the influence of DSR on customers' perceptions and online WOM, despite the fact that few previous studies have looked into the impact of DSR on online WOM and PI. This empirical study can help managers better grasp the effects of DSR on consumer perceptions and online WOM via social media. Originality: This study is a pioneering attempt to test the applicability of the DSR activities in social media context on customer’s perception and behavior. The findings should also motivate businesses to conduct DSR activities in order to improve favorable consumer perceptions and spread positive word of mouth about their businesses.

Factors Affecting Cloud Computing Adoption and Continuance Intention of Students in Thailand

An increasing number of higher education institutions have embraced Cloud Computing Services (CCS) to better respond to the issues arising from the COVID-19 pandemic. Cloud computing has helped to ease the process and lower the cost of offering online education and hybrid learning. However, some universities in Thailand face cloud computing adoption challenges because students lack awareness of the benefits and risks of CCS. Therefore, it is vital to identify the critical factors affecting the initial and continuance adoption of CCS by students in less developed countries. This study adopts a trade-off lens to assess the impact of the perceived usefulness and perceived risks regarding students’ attitudes toward the initial and continuing adoption of CCS. Using a survey of CCS from a large public university in Thailand, we found that performance expectation and effort expectation positively affect perceived usefulness, and that authentication risks positively affect perceived risks. We also found that perceived usefulness rather than perceived risks is a deciding factor in adopting CCS. Higher education institutions in Thailand can accelerate the adoption of CCS by improving students’ perceived performance and reducing the perceived risks.

Factors affecting the usage of learning management systems in higher education

This study aimed to investigate the use of learning management systems (LMSs) in higher education institutions to analyze factors affecting usage behavior. The participants were 584 students and 42 teachers from various disciplines in higher education institutions in Thailand who used LMSs at different levels including discontinued users. Data were analyzed based on the technology acceptance model (TAM) using partial least squares structural equation modeling (PLS-SEM). Results indicated that perceived resource (within the information system concept), job relevance, and subjective norms were good predictors of LMS usage. Perceived resource had the most substantial influence on usage behavior, while the influence of voluntariness was found to be insignificant. The model revealed different perceptions between students and teachers with regard to LMS usage. High levels of confidence were shown due to variations in the samples, with Cronbach’s alpha values between .728 and .979.

Innovative Organization’s Components in Basic Education Institutions in Thailand

Innovative Organization’s Components in Basic Education Institutions in Thailand

Strategies to Reorienting Higher Education Institutions Toward Lifelong Learning Higher Education Institutions in Thailand

The study proposes strategies to reorient higher education institutions toward lifelong learning to serve lifelong adult learners in Thailand. The Ethnographic Delphi Futures Research (EDFR) approach was used for data collection. Additional research instruments used were in-depth interviews, a questionnaire “Measurable Performance Indicators [MPI] for Lifelong Learning,” SWOT Analysis form, focus group discussions, and a strategic assessment form. The results revealed five national and seven institutional strategies with several sub-details for each strategy. Finally, the suggested strategies could help higher education institutions world-wide to strengthen the policies, processes, and change apparatuses.

Service quality enhancing student satisfaction in international programs of higher education institutions: a local student perspective

ABSTRACTThis article aims to examine the impact of five different dimensions of service quality on student satisfaction in international programs of higher educational institutions. Data were collected from 398 students who have experienced services provided by the faculties and staff in international programs of higher education institutions in Thailand. The model examination result was statistically acceptable in terms of reliability and validity. The strongest dimension of service quality that affects student satisfaction is responsiveness, followed by empathy and facility, accordingly. This research highlights important dimensions of service quality that, if improved in higher education institutions, would enhance student satisfaction.