Browsing by Subject "Higher education"
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    Communication satisfaction, employee engagement, job satisfaction, and job performance in higher education institutions
    (Bangkok : Assumption University, 2019) Pongpipat Pongton ; Sid Suntrayuth
    This quantitative study investigates the relationships and impacts of communication satisfaction, employee engagement, job satisfaction, and job performance in higher education institutions in Thailand. Survey data were collected from 400 faculty members and staff who work in public and private universities in Thailand. The results from simple and multiple regression analyses show that communication satisfaction has a positive impact on job satisfaction and employee engagement; job satisfaction has a positive impact on employee engagement and job performance; and employee engagement has a positive impact on job performance. However, there is no evidence supporting a significant relationship between communication satisfaction and job performance.
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    Determinants of quality in higher education: faculty perspective
    (Digital Production Press, Assumption University, 2017) Brahmakasikara, Laura ; Naree Achwarin ; Satha Phongsatha
    There has been a debate amongst academicians as to what quality means in higher education. Quality means differently in each country depending on the context, political context, rules and regulations as what constitute quality since quality assurance practices vary from country to country as well as quality assurance requirements. Due to these discrepancies, this paper mainly focuses on key players the authors perceive as determinants of quality in higher education and their roles in pursuing continuous quality in the provision of education. They are the institution leaders which include the deans of each school, program directors and team leaders; faculty members, who are active players in the delivery of quality education, have the necessary academic qualifications and commitment and are constantly developing themselves through professional development initiatives; support staff, who provide the technical assistance and support to students and faculty members and the quality of students undertaking programs of study in an educational institution. These people are pivotal in ensuring that each member of the institution takes part in the provision of quality education. The authors believe that quality in education does not exist in paper only but quality means an interplay between the key players mentioned in this paper. This paper also discusses the roles and responsibilities of these important players to ensure quality in higher education.
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    A development of an academic leadership model for higher education in India
    (Bangkok : Assumption University, 2019) Dani, Asmita ; Nathara Mhunpiew
    Academic leadership is one of the major factors that can address the challenges of 21st century and subsequently enhance the quality of higher education. The aim of this study is to develop a model of academic leadership for higher education in India for which it has employed a sequential mixed methods strategy. Qualitative data gathered from the research literature is analyzed by recursive interim content analysis to explore academic leadership. The findings of content analysis are used to develop research instruments. The survey questionnaires collect quantitative data to identify expected and current academic leadership practices in India. Qualitative data is collected through semi-structured interviews. A mix of quantitative and qualitative data is arranged sequentially with the help of Priority Need Index (PNI) technique to determine the criticality and urgency of each component. A model has been developed as an output of the study. It has 14 academic leadership constructs presented under three major facets. The constructs are the key enablers to effective academic leadership. (1) organizational leadership: institutionalizing environmental sustainability, ensuring accountability, setting direction, building networks and relationships, managing diversity and promoting collaboration; (2) leading academics: faculty development, teaching and learning, academic freedom; (3) personal attributes: emotional competencies, knowledge, academic credibility and cognitive capabilities. The model is expected to be a stronghold for the existing and guideline for aspiring academic leaders to handle complex and challenging 21st century higher education institutes.
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    E-Assessment: an E-Business Enabler in Higher Education
    ( 2016-11-17) Masouras, Panicos ; Poonsri Vate-U-Lan
    In the context of higher education, e-business can be viewed as the series of interconnected processes initiated with student application for entry and completed upon graduation. While e-learning is an integral component of this process, the assessment component remains primarily manual. This leads to an educational paradox whereby students are encouraged to e-learn, on one hand, while they are imposed in old-fashioned assessment practices, on the other. It also establishes a business paradox whereby universities strive to maximize their financial incomes through research funding but still do not exploit ICTs to minimize their costs in the pillar of assessment. As ICT skills span the requirements of university students horizontally and across departments, developing an e-Assessment System for ICT skills could address both paradoxes. This paper presents an e-Assessment system implemented within a nursing university department setting with 79 participants in Cyprus. Findings of a quasi-experimental design that validated the system’s effectiveness indicate that performance of students who used the system were significantly different than those students who followed a traditional learning process.
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    AN ETHICAL LEADERSHIP MODEL FOR ENHANCING MORAL EDUCATION IN THE DIOCESAN COLLEGES OF PALAI, KERALA, INDIA
    (Digital Production Press, Assumption University, 2018) Joseph Purayidathil ; Kanog-on Rungrojngarmcharoen
    The aim of this research was to develop an ethical leadership model for enhancing moral education in the diocesan colleges of Palai, Kerala, India. The researcher identified four specific objectives for this research. For accomplishing the first research objective, the researcher did the content analysis of 16 books and 114 articles directly related to the subject. These results were validated by twenty experts and from these results the instruments for the data collection for acquiring the second objective were developed. The data for second objective were collected by conducting in depth interviews with the administrators of the colleges and by using survey questionnaires for collecting data from the lecturers and the students. The results revealed the areas that needed improvements. The researcher, by making use of the ethical leadership theories and combining the results of the first and second research objectives, developed a new model for enhancing the moral education. The preliminary model was sent to 20 experts for their review. After having collected their suggestions, the researcher modified the model accordingly and thus the final model emerged. For accomplishing the fourth objective, a new curriculum was developed and the researcher implemented the new model for a period of three months in one of the colleges of the diocese of Palai. Pre-test and post-test were conducted. The results of the analysis of the data confirm that the new ethical leadership model for moral education is effective in terms of values, instructional strategies and moral assessment.
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    Factors affecting the choice of university in Thailand among Thai international high school student’s Grade 11 and Grade 12 in the central Bangkok area
    (Assumption University Press, 2017) Panjaphol Moovoravit ; Kitikorn Dowpiset
    In Thailand, the higher education institute both public and private required many marketing activities to attracting students because of globalization and demographic transitions. The main target of the marketplace is the Higher School Students especially for the International study programs at Grade 11 and 12. The purpose of this study is to identify the factors affecting Thai international high school student’s (G.11 and G.12) in the central Bangkok area choice of university in Thailand and to develop a richer understanding of each determinant factors. The researcher collected the sample size of 179 respondents, from a combined population of 300 Ekamai and Trinity International School, through survey questionnaires using convenience sampling and snowball sampling methods. The analysis was then conducted using multiple linear regression to test hypotheses to determine whether each independent variable has a statistical influence on choice of university. Major findings from this survey are that tuition fee, parental influence, location of university, educational facility, and institution reputation have statistical influences on choice of university. The result means that the respondents are significantly concerned about all these independent variables which includes tuition fee, parental influence, location of university, educational facility, and institution reputation and that all these variables significantly affect choice of university.
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    Factors impacting student's behavioral intention to use social media applications for online learning
    (Bangkok : Assumption University Press, 2023) Gao, Yuetong ; Siriwan Kitcharoen
    Purpose: Social media applications are powerful learning tools for a new norm of online learning in this era. Therefore, this paper aims to investigate the impacting factors of students’ behavioral intention to use social media applications for online learning. The conceptual framework proposes the causal relationships between attitude, information quality, perceived ease of use, perceived usefulness, service quality, social influence, and behavioral intention. Research design, data, and methodology: A quantitative method was used to distribute questionnaires to 500 students. Nonprobability sampling was adopted by using judgmental sampling, stratified random sampling, and convenience sampling. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used to analyze model fit, reliability, validity and hypotheses testing. Results: Social influence and attitude significantly impact behavioral intention. Furthermore, there are support relationships between perceived ease of use and perceived usefulness, and between service quality and perceived ease of use. Nevertheless, perceived ease of use and perceived usefulness have no significant impact on behavioral intention, and information quality has no significant impact on perceived ease of use. Conclusions: Social media apps developers and education managers should consider the importance of students’ behavioral intention to use social media applications for their effective online learning.
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    Factors impacting the usage intention of learning management system in higher education
    (Bangkok : Assumption University Press, 2022) Huang, Jingying ; Somsit Duang-Ek-Anong
    The purpose of this research is to examine the factors impacting the usageintention of the Learning Management System (LMS) in higher education ofSichuan, China. Research design, data and methodology:Sample data was collected by using quantitative method and questionnaire as a tool.Item-Objective Congruence and pilot test were adopted to test the content validity and reliabilityof questionnaire before distribution.Data was analyzed by utilizingConfirmatory Factor Analysis and Structural EquationModeling to validate model’s goodness of fit and confirm the causal relationship among variablesfor hypothesis testing.Results:The studyhasfound that the conceptual model was able to predict the behavioral intention (BI) to useLMS in higher educations. Perceived Usefulness (PU) and Attitude Towards Using(ATU) are two key antecedentsof BI to use LMS.Conclusions:PU was the strongest predictor of BI to use both directly and indirectly, which PU was driven significantly by service quality, information quality, and system quality. Therefore, this study suggestedthat developers of LMS course and management of higher education institutions should focus on improving thequality factors of LMSfor students to perceive the system as useful and would further formulate favorable attitude and behavioral intention toward using LMS.
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    Framework of quality assurance in American higher education-an overview
    (Digital Production Press, Assumption University, 2015) Nagi, Kuldeep
    One of the hallmarks of the American higher education has been its quality. In U.S.A colleges and universities are under constant pressure to strive to make their programs career oriented so as to meet the changing needs of the industry and the society. The accreditation process of colleges and universities in U.S.A is non-governmental operation. As a result colleges and universities fiercely compete in the market of higher education. Institutional autonomy allows them to changing their curriculum to inculcate and incubate entrepreneurial culture through their various programs. It is no accident that many American universities dominate the World University Rankings. There is lot of discourse in academia that an educated workforce is essential for a prosperous and sustainable economy. This has lead to heightened policy interest in higher education in American universities. This paper uses variety resources, data and facts to discuss accreditation process in U.S.A. The main focus of this paper is to explore models of accreditation being used in U.S.A and how they can be useful for other countries.
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    Increasing instructors’ teaching innovation: a significant role of leaders in higher education institutions
    ( 2020) Dan, Yi ; Surapee Sorajjakool ; Nathara Mhunpiew
    In the society of high-speed operation and extreme uncertainty nowadays, innovation becomes a pivotal contributor to enable us to keep up with the advancement of the changing world. In China’s universities, how to cultivate innovative talents has become a focus of education. Since the university is the place where instructors may be the most direct influence factor in the process of student training, their abilities in teaching innovation, which is affected by various factors including leaders who are the key decision-maker, are worthy of attention. Nevertheless, leaders, in reality, tend to place themselves in the secondary position of teaching innovation and neglect to provide necessary resources to support the learning. This paper infers the crucial role of university leaders in improving teaching innovation by analyzing the connotation, the importance, the influencing factors of teaching innovation, and recommendations. The recommendations provided for the university leaders to support instructors in consolidating the importance and procedure of teaching innovation through “GISS”, a guide of action that includes goal-setting, implementation, supporting, and sharing.
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    Influencing factors of artistic postgraduates' behavior of comprehensive materials art creation in Chengdu
    (Bangkok : Assumption University Press, 2022) Zhang, Xueyong
    This study explores the factors influencing the artistic creation behavior of comprehensive materials among postgraduate students majoring in art in Chengdu, China. This paper assumes that students' final creative behavior is determined by Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Social Influences (SI), Subjective Norms (SN), Attitude Toward Using (ATU), and Behavioral Intention (BI). The determinants of this study are taken from three core theories; namely, planned behavior Theory (TPB), Technology acceptance model (TAM) and flow theory. The researchers used quantitative methods for the analysis and used judgmental and quota sampling as a convenient sampling tool to identified 500 data of the postgraduates at five target universities. In this paper, structural equation model (SEM) and confirmatory factor analysis (CFA) are used to analyze the model fitting, the reliability and validity of variables to ensure the rationality of the hypothesis. The preliminary results show that attitude toward using has the strongest positive and significant influence on behavioral intention, followed by social influence and subject norms. The direct relationship between perceived ease of use and behavioral intention is not significant while the results show that perceived usefulness has a great influence on individual's attitude toward the use of comprehensive materials. Finally, behavioral intention determines the actual behavior of using comprehensive materials by art majors in Chengdu, China. Analysis results show that the comprehensive material widely used in the artistic creation of students, weather students use comprehensive materials to create was mainly affected by PU and SN, in addition, social influence, attitude toward using and behavior intention in different extent, also affect the use of the behavior, so the professional art universities should attach importance to the comprehensive materials course education settings, and improve students' effective cognition of comprehensive materials art.
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    A study of organizational culture at Islamic Azad University in Iran
    (Assumption University, 2012) Hamidifar, Fatemeh ; Assumption University. Graduate School of Education
    Organizational culture is comprised of the shared values and attitudes of an institution’s members, and effective organizational culture is a necessary aspect of any successful institution and its governance. Often the term is used in a corporate context, but the concept is an equally important element of academic life and management. Islamic Azad University (IAU) in Iran, established in 1982, is among the primary culturaleducational participants in the crucial task of growing Islamic culture and humanistic development among faculty members, students, scholars and staff at more than 400 branches nationwide and internationally. Clearly, the effectiveness of the organizational culture of IAU will affect its relative ability to achieve this task. Thus, the objective of this study was to determine the dominant organizational culture type based on perceptions and preferences of faculty members at Islamic Azad University (IAU) branches in Iran. This is a descriptive and exploratory research enacted through a nationwide survey. Based on the competing values framework (CVF), Organizational Culture Assessment Instrument (OCAI) was employed to assess the research objective. By using random sampling, 357 questionnaires were distributed among 7selected IAU branches and 329 were considered to be valid. The findings revealed that that the current dominant organizational culture type at IAU branches in Iran was hierarchy culture and the preferred dominant culture type was clan. Furthermore, the current culture type was reasonably congruent. The findings also indicated that there were no significant mean score differences among current organizational culture types and demographic characteristics with respect to gender, marital status and work experience; however there were mean scores differences between current organizational culture types and demographic characteristics with respect to age, education, position, and work fields.
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    The transition from social network to gamification for education: knowledge level of Thai higher education students
    (The 57th World Assembly of the International Council on Education for Teaching (ICET 2013)., 2013) Poonsri Vate-U-Lan
    This research article reviews ‗Gamification‘ and other new technology strategies for educational purposes. The objective of this research paper is to report a result of a case study in a selected university in Bangkok. Gamification is the concept of applying game- design thinking to non-game applications to make them more enjoyable and engaging. Gamification has been recommended as a future innovation in student support which may replace Social Networks. Gamification will influence learning management methods and learning material design. The challenge of using gamification relates to educational psychology and the guidance provided by educational technology. This case study was conducted during a seminar in February 2013. Forty university students participated in this case study. Twenty-nine students remained involved in the research, with 23 respondents returning a completed survey form and six students being formally interviewed. Three groups of university students participated in this research consisting of bachelor, master‘s and doctoral degree students (60.9%, 21.7% and 17.4% respectively). All students came from the Faculty of Industry Education, Department of Educational Technology in Vocational and Technical Education. There were more male participants (60.9%) than female participants (39.1%). The questionnaire mainly focused in eliciting the levels of knowledge towards eight technology keywords: Infographic, Gamification, Mixed Reality, Social Networks, Cloud Computing, Augmented Reality, Learning Management System (LMS) and Personal Learning Environment (PLE). The research showed that almost all participants (91.3%) were familiar with Social Networks. Also most of the participants (82.6%) were very interested in the concept of gamification but a low 17.4% knew and understood what gamification actually was in detail until participating in the research process and activities.