Browsing by Author "Poonpilas Asavisanu"
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ItemA model for the development of socially responsible leadership in undergraduates in Xiamen, ChinaThere is an increasing need for leadership that values and promotes change and improvement for society in the 21st century. It is especially true for China which has experienced tremendous social and economic growth in many large cities. Higher education plays an important role in the development of such leadership. This research aimed to develop a model for developing socially responsible leadership for undergraduate students in Xiamen, China. This research was conducted using a sequential mixed-methods approach utilizing qualitative and quantitative methods. The study wasbased on the following objectives: 1) To determine the desired Confucian principles that form the basis of socially responsible behavior of Chinese students; 2) To determine the types of student leadership activities that can promote socially responsible leadership in students; 3) To identify the current type of student leadership activities that promote socially responsible leadership that are available in universities in Xiamen, China; 4) To determine if there is a relationship or a difference between the type of activity, frequency of participation and demographics of students and the level of socially responsible leadership of students in Xiamen, China; and finally, 5) To propose a model for the development of socially responsible leadership for students in Xiamen, China. The literature and interviews identified five core Confucian values: Benevolence, Righteousness, Manner, Wisdom, and Trustworthiness. Leadership activities included workshops, classroom, club, student organization, and games. Five hundred students from a representative university in Xiamen, China, were surveyed. A significant relationship was found among students' demographics, participation frequency, leadership activities, and levels of socially responsible leadership.(four categoriesof leadership activities with p<.05 they were a significant relationship with socially responsible leadership) A final model was developed from the research findings and validated by experts.
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ItemA strategy to strengthen multicultural education at a private higher education institutionThis study aimed to develop a strategy for strengthening multicultural education at a private higher education institution. The study was designed as a mixed-methods exploratory design. The qualitative portion of the research was conducted using content analysis to generate content for the survey which was utilized for the quantitative portion of the study. The research objectives for the survey were: 1) To explore instructors' practices that strengthen multicultural education in higher education institutions, 2) To explore the practices that strengthen multicultural education in higher education institutions, 3) To determine the current level of intercultural sensitivity of instructors at a private higher education institution, 4) To determine the significant instructors' practices that strengthen multicultural education at a private higher education institution, 5) To determine significant institutional practices that promote multicultural education at a private higher institution, and 6) To develop a strategy to strengthen multicultural education at a private higher education institution. Data were collected from 95 administrators and 265 instructors at the Assumption University of Thailand. A multiple regression analysis found the variables of Classroom Environment (CE), Individual Beliefs (IB) Pedagogical Knowledge (PK), and Awareness of Multicultural Issues (IMA) to be significant at P<.001. A strategy to strengthen multicultural education at Assumption University was developed from the significant factors and validated by experts.
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ItemThe development of a professional learning community model for enhancing the instructional leadership capabilities of middle school teachers in Maoming, Guangdong Province of China( 2020) Hui, Xie ; Poonpilas AsavisanuThe objective of this study was to develop a professional learning community model to enhance the instructional leadership capabilities of middle school teachers. This study focused on middle schools in Maoming, Guangdong province of China. The study utilized a mixed-methods approach which involved both content analysis, interviews and questionnaires. A random sample of 613 middle school teachers participated in the research which examined principals’ capabilities and professional learning communities for enhancing the instructional leadership capabilities of teachers. Multiple regression analysis was used to determine the significant principals’ capabilities and attributes of professional learning communities for enhancing teachers’ instructional leadership capabilities. The final model was developed from the analysis of the data and validated by external experts.The results indicated that there is a gap between the desirable and current instructional leadership capabilities of teachers, principals’ support was insufficient, and the professional learning communities were not working as well as expected. Recommendations include having principals develop their specific capabilities in order to develop teachers’ instructional leadership. Additionally, principals and teachers should work togetherto overcome obstacles and focus joint effort in creating effective professional learning communities in their schools. Professional learning communities are essential to learning and when professional learning communities are well operated, they have the potential to help teachers learn from each other and conduct collaborative work with focus on student learning.
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ItemThe development of an instructional leadership model for outcome-based education at private higher education institutions in Cambodia( 2020) Hoeun, Chhourn Bun ; Poonpilas Asavisanu ; Merritt, MatthewThe main purpose of this study is todevelop an instructional leadership model for outcome-based education which has to be implemented in private higher education institutions in Cambodia. An exploratory sequential mixed-method (quantitative and qualitative) was employed for the study. Five private universities in Cambodia with 211 lecturers and 10 academic administrators participated in the study. Survey was used to collect the quantitative data with lecturers and interview was held to collect qualitative data with the academic administrators. For quantitative data, means, standard deviation and multiple regression were used to analyze the data and for qualitative data, content analysis was employed to analyze the data. The findings of instructional leadership and outcome-based education wereconsistent to the overall framework of the theories. Instructional leadership was found moderately practiced by the academic administrators of the five Cambodian private universities. The current practices of instructional leadership significantly correlated with the current outcome-based education practices. Four dimensions include Professional Development, Supervision of Curriculum Development and Instruction, and A Supportive and Collaborative Environment strongly and significantly correlated with all stages of outcome-based education. Three factors including Funding and Facilities, Cooperation, Culture, and Values, and Qualification, Skills, and Experience were found significantly affected instructional leadership practices. Outcome-based education was not found typically practiced by the selected universities though the quantitative data from survey gave greater mean score while the interviews offered in depth of the current practices. A model of instructional leadership for outcome-based education was developed with two parts: instructional leadership and outcome-based education. The new instructional leadership model is to be implemented by the students, lecturers, academic administrators, and higher education institutions in Cambodia.
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ItemDevelopment of an instructional leadership model to enhance instructional practices in general education courses at an international universityThis study focused on critical thinking in the context of general education. The aim of the study was the development of an instructional model. Qualitative and quantitative methods were employed to determine the expected instructional practices for enhancing university students'critical thinking skills. Data on the general education instructors' current and expected instructional practices were collected. Perceptions by students on these instructional practices were also collected. Participants included 23 instructors and 361 students teaching and enrolled in general education courses at Assumption University in the 2020 academic year. The data was analyzed using gap analysis with the Mean Difference (MD), and the Priority Needs Index Modified to determine the gap between the expected and current instructional practices of general education instructors as well as the gap between the current instructional practices and student's perceptions towards their instructor's current instructional practices. The paired samples t-Test revealed significant differences between the mean scores of current instructional practices and students' perceptions towards the instructors' instructional practices in general education courses. There was a significant difference in all means from the three constructs in the instructors' and students' surveys at the .05 level of significance. The independent samples t-Test also showed significant differences in three major constructs related to current instructional practices (X̄= 3.74, SD = .40) and students' perceptions of the instructors'instructional practices in general education courses (X̄= 3.13, SD = 1.31). A final model was developed from the significant findings and validated by experts.
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ItemAn exploration of grit and research efficacy in graduate students( 2019) Poonpilas Asavisanu ; Watana VinitwatanakhunGrit, as a non-cognitive factor, has emerged as a concept of interest in relation to achievement in various groups such as employees, athletes, and students in both school and university. This research looks at grit and its relationship to research efficacy in graduate students. Two major objectives form the basis for this study. The first being to add to the knowledge base about grit and its relationship to demographic variables such as age, gender and academic achievement. The second objective of this study was to determine if there is a relationship between grit and research self-efficacy. This study involved 131 graduate students from Assumption University who were asked to respond to the Grit Scale and an adapted version of the SERM (Self-Efficacy in Research Measure). Statistical analysis was carried out to find correlations between grit and demographic variables such as gender and age and GPA. The findings from this study concluded that there was no significant difference in levels of grit for male and female graduate students. Grit was found to be positively correlated with age, while it was not found to be correlated with GPA. In relation to research self-efficacy, a linear multiple regression found a statistically significant relationship with grit and research efficacy: r (131) = .339, p > .01. The results of this study both confirm and refute some of the previous research done on grit in various populations. Nonetheless, there are implications for the use of grit in enhancing research self-efficacy, increasing graduate student research productivity and subsequently, the success of graduate programs.
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ItemLearning-centered leadership for Buddhist monastic education in ThailandMonastic education is the oldest form of education available to common people in Thailand. It continues to this day in the education of monks and in the practice of temporary ordination. This report is based upon research done for Assumption University of Thailand and explores the possibilities for the improvement of monastic education. It analyzes the learning-centered leadership capabilities of the Thai Sangha educators and it provides suggestions for improving the educational standards and evaluation in monastic education.
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