AU eJIR : Vol. 2, No. 2 (July-December 2017)
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Item E-BUSINESS: GROWTH AND TRENDS IN THAILAND(Digital Production Press, Assumption University, 2017) John, Varughese K.; Nithiphong Vikitset; Duangta Duangekanog; Asawin WichayachakornThe era of e-business has changed the old economic relationship among producers, traders and consumers and the new economic relationship is called extended or integrated relationship. In this context this article has made an enquiry about the growth of e-business in Thailand. The change in technologies has a great impact on the old business models especially in the areas of strategies and customer engagement of business. The platform for changes in e-business is the internet, social media and mobile technology. Majority of the people in Thailand are found to be accustomed in using mobile technology in recent years. Nevertheless, the growth of e-business in the form of B2B, B2C, and G2B/C transactions are not so admirable in Thailand from the analysis and findings of this study during the period of 2012 to 2016.Item ELEARNING TEACHERS’ AND STUDENTS’ PERCEPTION TOWARD LIVE-VIDEO CONFERENCE IN AN ELEARNING ENVIRONMENT(Digital Production Press, Assumption University, 2017) Satha Phongsatha; Athipat CleesuntornIn an online learning environment, the majority of teaching and learning are conducted asynchronous communication methods. The tools such as the learning management system, web forum, social media, e-mail, and others are example of such tools. In order to ensure that students can access to the instructors as well as classmates as in traditional learning method, a synchronous communication means should be included as part of teaching and learning. In modern digital technology, examples of services and softwares that allow people to communicate synchronously are FaceTime, Skype, LINE, Google Hangout, and others. Not only that people can communicate via voice but they can also see each other as well. Thus, the utilization of video conference software can be a part of teaching and learning in online education. In Thailand, the online education degrees is in developing stages and the utilization of the live video conference along with the standard communication mode is getting more well utilized. Thus, it is necessary to investigate the behavior of past usages and the way that the live video conference mode is utilized into the online learning in Thailand. This research aims to investigate the nature of usages of the Live Video conference features in order to provide a bigger picture of how the system is being utilized by the students and the teachers so that the method of usages can be further study to ensure the effectiveness of the usages as well as implementation of the system in an online learning environment.Item Investigating virtual instructor roles and online teaching experience: a program level case study(Digital Production Press, Assumption University, 2017) Naree Achwarin; Brahmakasikara, Laura M.; Athipat CleesuntornDelivery of distance education via internet based technology to make learning interactive and collaborative has become increasingly accepted in education nationwide and worldwide. New technologies provide the opportunity and challenge teachers to perform virtual instructor roles. This research study reflected on the virtual instructor roles and online teaching experiences towards eLearning delivery mode. The objective of the study was to explore the virtual instructor roles and online teaching experiences at program level at Graduate School of eLearning, Assumption University of Thailand. The virtual instructor roles included three dimensions: pedagogical dimension, managerial dimension, and technological dimension. A qualitative case study method was used in this study which included the instructors’ positive impression towards on line teaching experiences. The respondents for the study were 15 faculties members from five online graduate programs at Graduate School of eLearning, Assumption University of Thailand. The structured questionnaire was used to obtain the qualitative data. The content analysis was used to analyze the qualitative data. Findings revealed that there were some similarities and differences on reflections, impressions, and online teaching experiences among the faculty members.Item DIMENSIONS OF PATERNALISTIC LEADERSHIP AND EMPLOYEE OUTCOMES IN SMALL THAI FIRMS(Digital Production Press, Assumption University, 2017) Duangta Duangekanong; Somsit Duangekanong; John, Varughese K.; Asawin Wichayachakorn; Nithiphong VikitsetThe purpose of this study is to examine the effect of paternalistic leadership dimensions (authoritarian, benevolent, and moral) on employee outcomes in small Thai firms. Outcomes examined include two intermediate outcomes (organizational commitment and job satisfaction) and one further outcome, resulting from organizational commitment and job satisfaction, which was self-reported in-role job performance. Paternalistic leadership was studied because of its cultural consonance in Thailand and its status as a frequently observed leadership approach. Data was collected from a sample of small firm employees in Thailand (n = 218). The study used a structural equation modelling (SEM)-based approach to examine the proposed relationships. The results showed that while benevolent and moral leadership had positive effects on employee organizational commitment and job satisfaction, authoritarian leadership had a weak negative effect on these two outcomes. Organizational commitment and job satisfaction had positive effects on job performance, with a stronger effect seen for organizational commitment. The implication of these findings is that some aspects of paternalistic leadership are effective for small firms in a Thai cultural context, but that authoritarian models of paternalistic leadership should not take precedence. This is useful information for small firm leaders as well as policymakers focusing on SME development.Item Determinants of quality in higher education: faculty perspective(Digital Production Press, Assumption University, 2017) Brahmakasikara, Laura; Naree Achwarin; Satha PhongsathaThere 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.Item The global competitiveness of Thailand: an analysis of the ASEAN community(Digital Production Press, Assumption University, 2017) John, Varughese K.; Duangta Duangekanog; Asawin Wichayachakorn; Nithiphong VikitsetThe current rate of technological expansion and the globalization of markets have made countries to be more competitive for their economic growth and prosperity. The Global Competitiveness Index (GCI) is a measure computed by the World Economic Forum every year since 1979 on the basis of 12 pillars of economic and human growth indicators. 138 world countries are included in the GCI 2016-17 and these countries accounts for 98% of the world GDP. Thailand is the third major economy among the ASEAN community and it is classified as ‘Efficiency Driven Economy’ according to its score in GCI 2016-17. This study investigates the factors in which Thailand has greater strength and more weakness when compared with the other ASEAN countries based on the GCI indicators. Accordingly Thailand seems to be comparatively weak in Innovation and Institutional factors but strong in Macroeconomic environment factors, Health and Primary Education measures, and in Market Size. The study concludes that if the economic and human development policies are formulated looking into these strengths and weakness, the country can become an ‘Innovation driven economy’ within a short span of time.Item E-business : Growth and Trends in Thailand(AU-eJIR, 2017) John, Varughese Kizhakkacharuvil; Nithiphong Vikitset; Duangta Duangekanog; Asawin WichayachakornThe era of e-business has changed the old economic relationship among producers, traders and consumers and the new economic relationship is called extended or integrated relationship. In this context this article has made an enquiry about the growth of e-business in Thailand. The change in technologies has a great impact on the old business models especially in the areas of strategies and customer engagement of business. The platform for changes in e-business is the internet, social media and mobile technology. Majority of the people in Thailand are found to be accustomed in using mobile technology in recent years. Nevertheless, the growth of e-business in the form of B2B, B2C, and G2B/C transactions are not so admirable in Thailand from the analysis and findings of this study during the period of 2012 to 2016.Item The Global Competitiveness of Thailand: An Empirical Analysis of the ASEAN Community(AU-eJIR, 2017) John, Varughese Kizhakkacharuvil; Duangta Duangekanog; Asawin Wichayachakorn; Nithiphong VikitsetThe current rate of technological expansion and the globalization of markets have made countries to be more competitive for their economic growth and prosperity. The Global Competitiveness Index (GCI) is a measure computed by the World Economic Forum every year since 1979 on the basis of 12 pillars of economic and human growth indicators. 138 world countries are included in the GCI 2016-17 and these countries accounts for 98% of the world GDP. Thailand is the third major economy among the ASEAN community and it is classified as ‘Efficiency Driven Economy’ according to its score in GCI 2016-17. This study investigates the factors in which Thailand has greater strength and more weakness when compared with the other ASEAN countries based on the GCI indicators. Accordingly Thailand seems to be comparatively weak in Innovation and Institutional factors but strong in Macroeconomic environment factors, Health and Primary Education measures, and in Market Size. The study concludes that if the economic and human development policies are formulated looking into these strengths and weakness, the country can become an ‘Innovation driven economy’ within a short span of time.