Education Journal of Thailand

Talent Management Practices in Selected Companies Listed on the Exchange of Thailand (SET)

Arporn Puvitayaphan — 2022-09-28

Developing a Knowledge Management Model for Educational Quality Assurance in Faculty of Education, Mahasarakham University

Chalard Chantarasombat — 2022-09-28

This study aimed to make plans for knowledge management (KM) for educational quality assurance (QA) together with activity plans for work development of the department in the divisions of faculty of education, to examine conditional factors of success of KM for QA. The sample for this study, obtained by using a purposive sampling technique, consisted of 19 members of the operational committee of the Division of Research, Academic Service and Educational Quality Assurance, and those interested in volunteering to participate in the activity in the community, Mixed methods were used including participatory action research (PAR), research and development, qualitative research and quantitative research. Findings were: 1) The model of KM development in QA consisted of 6 stages: (1) team/core- leader preparation, (2) building motivation and participatory working, (3) making the plans and developing team potential, (4) putting the plans into practice and developing work, (5) follow-up and upgrading the body of knowledge, and (6) evaluation for conclusions. 2) In developing and trying out the KM model for QA, it was found that the KM model as a whole was appropriate at the highest level. Groups of people, community of practice (COPs) operated KM according to the 6 stages of the learning process. Sources of knowledge were gained from problems, raising questions concerning development including building knowledge, classifying knowledge, storing knowledge, implementing knowledge, sharing knowledge, and assessing knowledge. The Faculty of Education had a KM center responsible for all these processes. 3) The factors of success in KM for QA of Faculty of Education were the use of leadership by the researcher, participants, and administrator. Faculty of Education administrative committee members were learners and instructors. The important person in KM had to create positive awareness of organizational development, provision of opportunities for participants to have participation from the beginning and to be responsible for conducting the research, learning by practicing and improving and developing work, persons in the research team being enthusiastic about learning, performing work in their own group to be better than at present, and sharing learning at the level of persons, community groups and practitioners in both the real forum and the realistic forum.

A Proposed management model for an alternative school in Thailand

Panayuth Choeybal — 2022-09-28

Alternative schools provide an opportunity for parents to choose the best pedagogy for their children where the instruction is different from the conventional school. It represents an important way to succeed in educational reform. This study aimed to propose a management model for alternative schools in Thailand. The research was conducted using a Delphi technique. The sample comprised 22 experts from three groups selected using the snowball technique: Group 1: administrators and educators who are experts in alternative schools (8 persons). Group 2: educators who are experts in educational administration (7 persons). Group 3: chief executives of the Ministry of Education (7 persons). An interview form was used in round 1, while a 5-level rating scale questionnaire was used in rounds 2 and 3. The study found the alternative schools in Thailand used in this study were schools that are run by private organizations. They use the national curriculum, but have the freedom to organize and creatively structure the instructional content, teaching methods and use of text books. They employ a different instructional strategy from the conventional school - they emphasize a child-centered approach. They use innovative pedagogy. Their instruction is based on acknowledging individual differences and developing each child's individual capability with the goal of developing each learner to be a whole person. To sustain the initial success of alternative schools in Thailand, the administration needs to increase the number and quality of students, and the acceptance of the schools' pedagogical approach as viewed from the outside. The future of alternative schools in Thailand relies on increasing the number of alternative schools, as well as the types of alternative schools to provide chances for special groups of students to receive the same educational opportunities, such as alternative schools built and managed by local communities for disadvantaged persons, where the proper instruction is organized and matched to the context. The government should support and give local communities the chance to open their own alternative schools. The government, while monitoring and assessing the efficiency and effectiveness of alternative schools, should give these schools the freedom to innovate and to spread the pedagogy of alternative schools to the universities to help them prepare teachers.

Analysis of english learning strategies of Taiwanese students at National Taiwan Normal University

Shu-Chuan Tsan — 2022-09-28

This study was conducted in order to investigate the language learning strategies used by undergraduate students at National Taiwan Normal University- NTNU (ROC) Taipei, Taiwan. The study sample consisted of 330 students (212 English education major students and 118 non-English education major students.). The research instrument was the Strategy Inventory for Language Learning (SILL) questionnaires (Oxford, 1990). The data obtained from the returned surveys were analyzed using descriptive statistics and independent sample t tests. This study concluded that: (1) Students majoring in English used learning strategies more frequently than students majoring in other subjects. (2) Meta-cognitive strategy was the most effective and Affective strategy was the least effective strategy used by both groups. (3) There were significant differences among the strategies used between English and non-English education majors. English education majors appeared to use strategies more than other majors. (4) The effectiveness of learning strategy used between English and non-English education major students was significantly different. English education majors were more effective using strategies than students majoring in other subjects. From the results of this study, the researcher suggests that teachers should be aware of and understand their student's learning strategies in order to introduce effective strategies to students and motivate them to use different learning strategies. Especially for non-English education major students, teachers should provide and instruct them to use learning strategies more frequently and effectively to reach their desired English level.

Core competency of public university supporting-line administrators: An analysis, techniques of development and structure of the program for development

Wittaya Chansiri — 2022-09-28

This study aimed to analyze and determine the core competency, methods of developing core competency, and the structure of a program for developing the core competency of public university supporting- line administrators by examining the core competency that is required for administrators to properly perform their tasks. The research includes a thorough study of five components necessary for successful job performance and is applicable to agencies in Thailand or a foreign country. Three mixed methodologies were used in conducting the study: document syntheses, quantitative research, and qualitative research. Document synthesis was accomplished initially. Quantitative research involved 300 copies of a questionnaire that were used to collect data from involved persons. The questionnaire was divided into 4 parts with 50 items and a reliability (alpha coefficient) of .90. Two hundred and forty two copies of the 300 questionnaires sent out were returned, an 81 percent return rate. For qualitative data collection, an in-depth interview with 11 experts was used. The three methodologies revealed the following results: 1) From a total of 10 core competencies obtained from synthesizing documents, the sample evaluated the necessity of each of core competency and found that the core competencies necessary for public university supporting-line administrators consisted of 5 aspects, in order from the highest to the lowest mean: teamwork, planning and management, leadership, creative thinking, and ethics; 2) Nine techniques used to develop these 5 core competencies, in order from the highest to the lowest percentage, were apparent: workshop, training, lecture, supplementary activities, management games, recreational activities, role playing, brainstorming, and field trips; 3) For the structure of the program for developing core competency, which was obtained from in-depth interviews with experts, it was found that the experts expressed opinions about guidelines, methods, contents of development, and methods of assessing all the 5 core competencies. Additionally, they believed that a wide variety of different methods should be included in the new program. The experts considered that the contents must cover all competencies by training continuously in the form of 9 learning units for a total of 180 hours or approximately 5 weeks of training. In development, there must be an emphasis on leading to real practicability and there must be a variety of methods of assessing development by superiors, subordinates, work peers, and self-assessment, both before and after training. Also, there must be assessment criteria. Recommendations for further research were included.

Developing a model for certifying external assessors in educational quality assessment of basic education

Sumaree Sriputtarin — 2022-09-28

An external assessment is an assessment of educational quality and standards of an educational institution. The external assessors must have been certified by The Office of Educational Standards Certification and Quality Assessment. However, the certifying process has not yet had a variety of models. This study aimed to develop a model for certifying external assessors in educational quality assessment of basic education and to assess that model. The study procedure used the process of research and development by collecting data from related literature and by asking for opinions of 23 experts, obtained using the purposive sampling technique. The delphi technique was applied to analyze for 3 rounds. Congruent opinions of the group of experts were used to construct a model for certifying external assessors in quality assessment of basic education. The model from this study was then assessed by 5 qualified persons. The statistics used in the study were percentage, mean, standard deviation, interquartile ranges and median. The results of the study revealed that the developed model, called ASCQ Model, consisted of these 4 stages: application (A), selection (S), certification (C), and quality control (Q). All the 4 stages comprised 5 major components, 11 minor components, 39 sub – components and 50 indicators. At the application stage, applicants for being selected to be external assessors had to have qualifications according to the major component 1 with general qualification of external assessors comprising these 8 indicators : 30 and more years of age, holding a bachelor's degree and higher in education/teacher education, Thai nationality, good health without any obstacles to assessment, having never been disciplinarily punished or never been imprisoned by the final sentence to be imprisonment except the punishment for the guilty made due to carelessness or minor punishment; in case of being government official, applicants had to be permitted by their superior or the attached agency to be able to conduct external quality assessment; having acceptable experiences in teaching-learning performance, educational administration or supervision at the assessment level for no less than 5 years, and having never been withdrawn of the license in teaching profession or educational administrator or external assessment. At the selection stage, an appropriate method of selection had to be used in order to obtain external assessors with suitable qualification as needed. The selection stage consisted of the major component 2. Specific qualification of external assessors comprised these 3 minor components; knowledge, skills, and characteristics, all with 39 indicators; for the major component 3, the method of selecting external assessors had 6 sub – components: selections by training, comparing educational qualifications, comparing experiences in assessment, considering from competency of assessors, and integrated selection. The certification stage consisted of the major component 4. The certification of external assessors had 5 minor components: criteria for certifying external assessors, levels of certifying of external assessors, lengths of time of certifying assessors, and attached assessment agencies of external assessors, and termination of external assessors, all with 16 sub-components and 3 indicators. The quality control state could cover the application stage, selection stage, and certification stage for certification of external assessors with the highest efficiency comprising the major component 5, external assessor quality control comprising 3 minor components: agencies which examined the quality of external assessors, external assessor development, and lengths of time for assessing external assessor quality, all with 17 sub-components. For the results of assessing the ASCQ Model by 5 qualified persons, it was found as a whole to have quality at a high level (X = 3.74). When each aspect was considered, the quality was found to be at a high level in every aspect (= 3.60-4.00). In conclusion, the ASCQ Model obtained from this study was a concept that organizations involving in certification of external assessors could apply to certifying external assessors in educational quality assessment of basic education, which was appropriate and possible in the context of Thailand.

Developing public consciousness of mutthatomsuksa students.: A case study of Khonsawan School Chiyaphum province, Thailand

Siri Kaensa — 2022-09-28

The purpose of this study was to develop the public consciousness of Matthayom suksa students. The sample consisted of 180 junior high school students and high school students in Khonsawan School. The content used in learning management emphasized the school life, community and social lives, and the environment. The instruments for developing public minded consciousness included: 1) two-method lesson plans: lesson plans embedded with video-visual model behavior and simulated lesson plans; 2) the test of knowledge and understanding; 3) the assessment form of making decision and reasoning and 4) the assessment form of behavioral public consciousness. Two-way ANCOVA was employed in the data analysis. The results of the study were: 1) the developed two-method lesson plans for organization of learning as assessed by the experts showed the quality at the most appropriate level; 2) in experimental groups, high school students improved their public minded consciousness significantly more than junior high school students did when using lesson plans embedded with video-visual model behavior; 3) in the experimental groups, high school students developed their public consciousness significantly higher than junior high school students when using simulated lesson plans; 4) When using simulated lesson plans the experimental groups improved their public consciousness insignificantly more than students who used simulated lesson plans; 5) There were interaction effects between the method and the grade of students on decision making and reasoning; and, finally, 6) after training and 6 weeks after the intervention program, the public consciousness of all experimental groups was higher than that of the control groups.

Development of a knowledge creation system using an appreciative inquiry approach for head nurses in a Thai Public Hospital

Paitoon Chuangchum — 2022-09-28

The purpose of this article is to outline the development of a system of creating new knowledge using the Appreciative Inquiry (AI) approach for head nurses in a Thai public hospital. The research results demonstrated that the Knowledge Creation (KC) system consisted of 4 stages and 12 steps, which were effective in raising KC skill levels and was able to be used by head nurses at a regional public hospital in Thailand. The significant factors in the KC system using AI were the core elements of infrastructure factors (i.e., people, culture, communication, leadership, trust and facilities) and knowledge enabler factors (i.e., top manager support, care for KC, climate, collaboration, teamwork and empowerment). This research has produced a body of new knowledge in KC, which has been validated by five knowledge management (KM) experts, whose features of quality, reliability, benefits and application were found to be statistically and practically significant

Factors affecting learning organization culture and hotel managers' leadership styles in Thailand

Punnee Pimapunsri — 2022-09-28

Learning Organization has been proposed as a fundamental strategic process creating sustainable competitive advantage for the future. Leadership is vital in facilitating learning organization The objectives of the present study are to examine the relationships among learning organization, leadership style, and subordinates' demographic variables such as age and gender. The samples are 360 employees from twelve five-star hotels in Bangkok, Thailand. The results demonstrated that demographic variables, such as gender and age show significant differences in learning organization and subordinates' perception of managers' leadership style.

The evelopment of a knowledge management (KM) model for the Faculty of Nursing, Ratchathani University

Chalongrut Intree — 2022-09-28

The purposes of this research comprised: (1) to examine context and conditions previously to KM operation before developing a KM model for the Faculty of Nursing, Ratchathani University Thailand, (2) to develop a KM model for the Faculty of Nursing and (3) to investigate factors affecting success in KM for the Faculty of Nursing. 85 nursing faculty members of the university including 27 administrators in academic year 2006 were as population. Mixed methodologies were conducted to 53 nursing faculties from main campus sited in Ubon Ratchathani Province, and 47 ones in Udon Thani Campus who were as the sample gained by voluntary consent. Respectively 7 and 8 of them were administrators. They were divided into 7 groups to participate, to construct and to implement the KM model which was based on participatory research, developmental plan one. The instruments composed of constructed model and questionaires. The constructed model was tried out in the Faculty of Nursing both at the two places for 8 months. The team was shaped into committees, advisory Committee, and 7 major groups for knowledge management operation which was based on the knowledge management process. They included classifying knowledge, building new knowledge, sharing knowledge, implementing knowledge, disseminating knowledge, established of knowledge management center and evaluating knowledge. Five sets of the questionaires with Likert scale used for gathering 5 dimensional data of the model. They were a knowledge management survey, appropriateness, factors affecting success, an evaluation form on success and members' satisfaction. The reliability were .8880, .8989, 8814, .8981, and .8999, respectively, by applying Cronbach alpha coefficient. Content analysis was applied to investigate qualitative data while means and standard deviation was done to quantitative one. The research results were as follows: 1) Before developing the KM model, in some elements, the nursing faculties had operated activities which were not systematic. However, not any single of them was a clear model. 2) The constructed model consisted of the 3 phases. They were preparing subjects, configuration with detailed flow chart and the model implementation following with network construction accompanied with strengthening. Respectively, each of them was within 3,6 and 3 steps inside. Phases and steps were serial. It was confirmed that the first step of the third phase comprised 7 sequent KM processes. 3) During the model implementation, there were remarkable phenomena which were essential to KM operation. They comprised 5 concrete activities such as systematic KM, KM centers, Building knowledge website and network, Getting the body of knowledge and finally sharing and transferring knowledge. The three groups of The Faculty of Nursing, Ratchathani University in main campus had gotten 53 tacit knowledge and 67 explicit one while the four groups in Udonthani campus had gotten 45 tacit knowledge and 120 explicit one. 4) After the model implementation, totally 285 titles acting as the body of knowledge in work performance were obtained. The faculties in every group rated towards the KM model on satisfaction as a whole, on the success as a whole and on appropriateness in high level. 5) The factors affecting success in knowledge management for the Faculty of Nursing included: supports from administrators in the university especially ones in Faculty of Nursing from all levels, knowledge management centers, knowledge management culture of faculties and knowledge management strategies through the use of well-trained knowledge workers, trust, synergy, accompanied with participation. Using the working principle of H.M. King Bhumibol Adulyadej, which included : systematic study of data, regarding, organizational