1 - 4 of 4
ItemLeadership strategies for building high-trust and effective school cultures(Assumption University, 2011)
ItemA model of effective challenge management strategies of chairpersons in private international university in Thailand(Assumption University, 2011)Chairperson is an academic leader in Public and Private Higher Educational Universities in Thailand. This study mainly emphasizes on Private International Universities. There is a widespread perception of a lack of good leadership in our society in the phase of increasingly challenging problems and needs. This study emphasizes mainly on coping with demand and change in the market, and the expectation of stakeholders from private international universities. Learning, leading and progressing are deeply intertwined and we need to regard each other as worthy of attention caring and involvement if they are to learn together. It is in fact reciprocal. The main objectives of this study are to explore the roles chairperson perform as chair and the challenges chairpersons confront challenges chairpersons confront while performing their roles as chair, and what strategies they use to deal with the challenges. Finally develop a model of effective challenge management strategies will be developed for the chairpersons.
ItemEvaluation of E-CMS using tam : focusing on lecturer acceptance(Assumption University, 2011)
ItemAn educational intervention to improve cross-cultural, conflict resolution skills in Thai medical tourism(Assumption University, 2011)While low English language proficiencies create significant barriers to communication, cultural dimensions in Thai medical tourism make cross-cultural conflict resolution (CCCR) even more problematic. Previous studies and interventions in English Language Teaching (ELT), English for Specific Purposes (ESP) and Medical English Education (MEE) have focused on English language skills and cross-cultural knowledge. Significant improvements in conflict resolution skills have not been noted. This intervention integrates medical English and counseling skills. In each lesson, the instructor uses a skills scaffolding approach, and sequences learning objectives along Bloom‘s revised taxonomy of learning skills (BRT). The conflict resolution instruction and practice are based on Rosenberg‘s Non-violent Communication (NVC) protocols (2003). Participants learn and apply counseling skills via readings, role-plays, games and discussions. Conflict scenarios in medical tourism provide the primary content. The first third of the thirty, weekly, medical English and counseling workshops at Piyavate Hospital, Bangkok, and the first three study phases of six, preassessment, curriculum development and progress assessments of workshops one through ten have been completed. The assessment results reported here convey participants‘ conflict and cross-cultural communication values in three areas: uncertainty avoidance, conflict avoidance, and patient assertiveness. Both pre-assessment and progress assessment include completion of an eighteen- item Likert scale survey derived from Hofstede (1980), and Chareonrook (2000). This integrative approach via combined medical English and conflict-resolution training suggests ways that counseling may be integrated into Thai, medical English curriculum.