ABAC ODI: Vol. 5, Issue. 2 (July - December 2018)

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Now showing 1 - 4 of 4
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    Exploring 21st century teaching development model for lecturers: a case study of two universities in Vietnam
    The world is changing day by day and education sector is also catching up to provide sufficient education outcomes required by society in 21st century. Teachers is one of key factors contributing to graduate quality. This study aims to explore the influence of soft skills in terms of critical thinking, problem-solving, communication, teamwork, and information management skills on teaching competency of lecturers at two faculties of two universities in Vietnam. The findings of quantitative and qualitative data indicated soft skills in terms of critical thinking, teamwork, and communication skills have influence on the teaching competency of lecturers within two faculties of two universities in this study. More importantly, the qualitative results also provided a deeper understanding of these soft skills on teaching competency of lecturers. Lecturers highlighted the important of communication skills regarding the presentation skills, public speaking, listening skill, problem-solving, and the method to inspire or motivate students to learn. Most lecturers preferred further opportunities to develop professional competency and doing more researches. They desired better working environments which offered more training sessions, workshop, or conference. Lastly, supports from universities or faculties particularly would be an incentive to promote them devote more in teaching path. An action plan was developed basing on the key findings of this study for a purpose to provide a road map so that lecturers can get more crucial 21st century classroom teaching skills. Ina long term, it gradually contributes to develop the national competitiveness for its citizen as an education outcome.
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    Exploring the relationship between self-directed learning and research competency in graduate students
    This purpose of this study was to examine the relationship between self-directed learning and research competency in graduate students. The participants were graduate students studying at the master’s degree level in education programs at one institution of higher education. The total number of participants in this study was sixty-five students (N=65). The Self-Directed Learning Rating Scale (SDLRS) developed by Guglielmino (1977, 1991), was used as the main instrument to evaluate graduate students’ self-directed learning readiness. Data pertaining to questions related to the students’ assessment of their research competencies were also obtained. Analysis of the results showed a moderate correlation (r = .45 p < .01) between Self-Directed Learning Readiness and Research Competency. The results indicate that higher levels of Self-Directed Learning Readiness have a positive effect on the reported level of research competencies. The results of this study indicate that inclusion of self-directed learning (SDL) approaches for graduate students may have beneficial results in improving their research competency that can also contribute to the overall quality of research conducted by graduate students.
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    Improving collaborative learning, student engagement and student performance through an experiential learning cycle: a case of Chinese exchange students of an undergraduate program
    The main purpose of this research is to improve collaborative learning, student engagement and student performance through an Experiential Learning Cycle. The target group was the 36 Chinese students who study “Business and Social Entrepreneurial” subject and are currently attending Chinese Exchange program. It is the case study of private university in Thailand. Instructional Development intervention was designed and applied using Kolb’s Experiential Learning Cycle and Organization Development and Change Management theories. Class activities were designed to match with students’ preferences and course syllabus. Research instruments used in this study consisted of structured questionnaire, interview checklist and reflection. The students’ performance was observed during and after class activities. Moreover, the academic achievement data through in class participation and examination were collected and analyzed. The data was analyzed using T-test, it showed that there was slight improvement in students’ cooperation, engagement and performance after implementing IDIs. The students’ cooperation increased by 0.51, the students’ engagement increased by 0.43 and the average mean of students’ performance increased by 0.45. Moreover, the P-value of each variable was less than the significance level of 0.05. This could imply that there was a significant difference between pre and post implementation on students’ cooperation, engagement and performance.
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    An initial analysis of leadership competencies for organization development intervention: a case study of educational QA agency
    This research is aims to determine the leadership competencies for organization development intervention; it is a case study on educational quality assessment (QA) agency in Thailand. The objectives consisted of first, to identify and compare the current and expected perception toward leadership competencies of employees and management, and second, to identify the most important leadership competency. The nature of this research work is research and development while employing the mixed method for data collection, analysis and interpretation. The eighty-one employees completed the questionnaires and ten of them were interviewed. The content validity on the instruments were reviewed by three experts prior to the realiability, Cronbach’s Alpha was tested. The result of reliability Cronbach indicated 0.968 on all questions in the questionniare. Key findings based on the survey showed that leaders “sometimes” demonstrated leading behaviors. Top three leadership competencies that are frequently perceived comprised professional knowledge, decision-making/problem-solving, and development of others. Statistically, there was significant difference between current and expected perception in every leadership competency component with the P value of 0.01. When comparing the perception between management and employee, it was found to have significant difference in driving result, strategic thinking and communication. When ranking all components of leadership competencies to determine the most important factors, the most important leadership competencies were professional knowledge, following with driving results, and strategic thinking. Qualitatively based on the interviews, employees recognized the needs for leadership competency to be develop with the emphasis on development of others, building a team, and supporting work performance. In conclusion, based on mixed methods data, the recommendations for leadership competency of the participating organization were that first, a roadmap to leadership competency development is essential, and second, customization on leadership competency in practices is to be done appropriately to minimize leadership competency gap among the management level.