The Efficacy of an Administrative Model of Thai Private Universities with International Curricula

• Main Author: Jaranya Thepphornbanchakit
• Other Authors: Anurak Panyanuwat
• Format: Theses and Dissertations
• Language: English
• Published: Chiang Mai : Graduate School, Chiang Mai University 2020
• Subjects: Administrative Model; Thai Private Universities; International Curricula
• Online Access: http://cmuir.cmu.ac.th/jspui/handle/6653943832/69722
• Institution: Chiang Mai University

The objectives of this study, “The Efficacy of an Administrative Model of Thai Private Universities with International Curricula,” were (1) to identify the administrative models in Thai private universities with international curricula, (2) to develop the administrative models efficient for Thai private universities with international curricula which are effective and appropriate, and (3) to test the efficacy and appropriateness of the administrative models in Thai private universities with international curricula. The research methods employed in this study were those of the application of Research and Development techniques. There were four administrative models found in Thai private higher education institutions with international curricula which were (1) “Business Venture/Company” institutions, (2) “Religious-Oriented” institutions, (3) “Semi-Elite” Institutions, and (4) “Demand-Absorbing” institutions. The study showed that administrative models developed for Thai private universities with international curricula were effective and appropriate according to the approval from the connoisseurs towards utility standards, feasibility standards, propriety standards, and accuracy standards in the level of being “considerable.” The models consisted of five aspects: academic, general, research, financial, and human resource managements. There were ten components in the academic management model – internationalization of the curricula, curriculum recognized and accepted, credit transfer, medium of instruction, diversity of instructors, quality of instructors, diversity of international students, activities enhancing academic and cultural experience to students and instructors, curriculum quality assurance, and curriculum website development. There were seven components in the general management model – administrative model, administrative easiness, technology for educational administration, administrative participation from other parties, administrators’ vision, administrators’ capabilities, and aggressive public relations. For the research management, there were three components – research time frame of instructors, support for instructors’ research and presentation, and research dissemination encouragement in international journals. There were three components in the finance management model – finance management characteristics, resource sharing to achieve maximum benefit, and external sources of funds. In the human resource management aspect, there were three components – human resource management characteristics, knowledge management, and institutional work culture. According to the in-depth interview results, all of the nine key informants agreed with all of the components in all five aspects developed. They also agreed with the details of each component in that they were inclusive for utilizing in administrating international curricula of the university. The management model was efficient, appropriate, and beneficial in administrating international curricula of Thai private higher educational institutions.