Challenges facing Thai higher education institutions financial stability and perceived institutional education quality

Scott, Timothy; Guan, Wenyu

doi:10.1177/17577438221140014

Cited by 7 publications

(7 citation statements)

References 31 publications

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“…Students may resort to more economical but time-consuming travel methods, diminishing face-to-face contact with friends or family. Though the studies in the synthesis did not directly associate geographical factors with academic integration, Other Thai literature cites regional disparities in K-12 academic achievement (Rattananuntapat, 2015;Scott & Guan, 2022). Lower K12 quality in rural Thai regions may negatively impact students' academic preparedness, increasing their dropout risk.…”

Section: Geographical Factorsmentioning

confidence: 95%

“…Prior education and pre-HEI schooling categorize students by the type of high school they attended (public or private). Thailand has recognized educational inequality regarding resources and teacher competency (Scott & Guan, 2022), with many public schools critically understaffed and undertrained (Buasuwan, 2018). These may be indicators of future coping issues with university demands.…”

Section: Prior Academic Achievementmentioning

confidence: 99%

“…A rapidly aging society and a diminishing student population have compelled numerous HEIs to reconceptualize their institutional designs to accommodate declining domestic enrollment, elevated academic withdrawal rates, and escalating operational costs. In conjunction with intensified international competition, the consequent excessive supply within the Thai higher education sector has driven HEIs to adopt a marketized paradigm, vying for a limited pool of individuals who function primarily as consumers rather than traditional students (Scott & Guan, 2022). Institutions must reduce the tuition revenue per student while increasing the marketing costs per student.…”

Section: Introductionmentioning

confidence: 99%

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Synthesis and Model Development of Thai Undergraduate Dropout Risk Factors

Scott,

Asavisanu

2023

HES

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This study synthesizes existing research to explore factors affecting student attrition in Thai higher education institutions and develop a causal model for dropout risk. The synthesis uses a mixed-method approach following PRISMA 2020 guidelines, drawing on six years of Thai contextual studies on student attrition, academic intention, commitment, and persistence. Through a systematic review of multiple databases, 21 quantitative or mixed-method studies were identified for inclusion, which yielded 107 items representing 186 occurrences related to student dropout or persistence factors in Thai higher education. These items were grouped into nine clusters: academic integration, attitudinal and behavioral factors, classroom and institutional environment, emotional distress, family support, financial considerations, institutional support, social integration, and student satisfaction. The model synthesizes research findings on student attrition in Thai universities, providing a comprehensive framework for understanding the factors influencing students' persistence and dropout risk. By considering the interplay between these factors, the model aids in developing targeted interventions and informed policy decisions that promote academic success and ensure the long-term efficacy of Thai higher education institutions. The model's application can potentially guide researchers, educators, and policymakers in addressing the challenges students face within the Thai higher education system, ultimately fostering a more supportive and conducive environment for academic achievement.

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Section: Geographical Factorsmentioning

confidence: 95%

Section: Prior Academic Achievementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Synthesis and Model Development of Thai Undergraduate Dropout Risk Factors

Scott,

Asavisanu

2023

HES

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“…Education, in particular, shows a disparity in access to educational services, with urban and rural societies differing significantly from upper secondary levels (including Vocational Certificate) to undergraduate levels. The report also notes the issue of rural society's dropouts from the higher education system in line with the poverty situation (Sangsuwan, 2015;Office of the National Economic and Social Development Council, 2022;Symaco & Tee, 2019;Salmi & D'Addio, 2021;Scott & Guan, 2022). Although the education equality fund helped students gain admission to 82.2 percent, there remains a significant disparity.…”

Section: Introductionmentioning

confidence: 99%

10 Years of Building Good Teachers for Community Development: Local Conservation for Sustainable Development

Mathai,

Thumsongkram,

Promsuwan

et al. 2023

JEL

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Loei Rajabhat University’s Kru Rak Thin Project aims to produce and develop a new generation of teachers who are committed to reducing inequality and increasing educational opportunities for the needy and underprivileged. This project is a collaboration between the Equitable Education Fund (EEF) and Loei Rajabhat University. The project selects disadvantaged students from rural areas who have a passion for teaching and provides them with the opportunity to pursue a high-quality bachelor’s degree. After graduation, these students return to their local communities to work as teachers. The Kru Rak Thin Project has selected 33 students from rural areas covering eight provinces, namely Buriram, Nakhon Ratchasima, Roi Et, Chaiyaphum, Mukdahan, Sakon Nakhon, Udon Thani, and Loei. The project began producing students in the academic year 2020, with the goal of creating competent and dedicated teachers for the community and fostering sustainable development. Loei Rajabhat University plans to continuously support and develop the selected students from the production stage until their recruitment as government teachers in local schools over a ten-year period. The university has designed the Kru Rak Thin Student Development Project (Enrichment Program) to meet the Teacher Professional Standards of 2019, the characteristics of Kru Rak Thin, and the identity of graduates of the Faculty of Education, Loei Rajabhat University. The project focuses on developing teachers who are passionate about their local communities and who possess the necessary qualities to build a sustainable settlement. The project follows a ten-year plan for the development of these teachers. In the first year, the emphasis is on teacher cultivation, while the second year focuses on being well-versed in teaching. The third year aims to develop innovative teaching methods, and the fourth year is dedicated to contributing to society. The fifth year focuses on becoming an assistant teacher, while the sixth year emphasizes knowledge acquisition and hard work. In the seventh year, the focus is on self-development and work development, while the eighth year is dedicated to teaching like a professional. The ninth year emphasizes community development, and the tenth year focuses on sustainable settlement development.

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“…Critical media consumption skills are therefore becoming increasingly important to avoid these deceptive influences. This issue is especially urgent in Thailand, where the high school education system is still experiencing challenges despite attempted reforms (Fry & Bi, 2013;Scott & Guan, 2022). The primary and secondary systems are institutionally notorious for a continued emphasis on memorisation and acceptance of the opinions of the teacher instead of critical thinking skills that would be useful for higher education and real life (Buasuwan, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Level of Media Literacy Among Thai Youth on Their Ability to Detect Greenwashing

Marinier

2023

Proceedings of the International Conference on Education

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Thai youth seem to completely believe green marketing, even when not accompanied by actual efforts to protect the environment, a misleading practice known as greenwashing. This extends to an apparent inability to detect other types of misleading advertising. This study applied media literacy principles to explore the ability of Thai youth to detect false and deceptive advertising, especially greenwashing of products, and to explore connections between specific media literacy skills and ability to detect greenwashing. The study used an online survey with examples of false advertising, deceptive advertising, and greenwashing. Most of the 424 respondents were undergraduate level students. Sahaworakulsak (2018) developed 5 media literacy skills to investigate deceptive advertising in Thailand: Receiving, Understanding, Investigating, Evaluating, and Communication. Proficiency in these media literacy skills was evaluated and compared to the understanding of false and deceptive advertising and greenwashing. The overall mean score of media literacy was moderate at 3.45 out of 5, with the lowest score being Understanding at 2.75, likely influenced by inadequate critical thinking skills taught in high school. Only 21.7% of respondents were aware of greenwashing, out of which approximately a third were unable to then provide an accurate explanation. The most important skill for detecting greenwashing appeared to be the Investigating skill. The preliminary study included students who had taken a course explaining greenwashing, however, preliminary results are consistent with the overall results, suggesting that education about greenwashing had no influence on ability to detect greenwashing. Respondents also demonstrated difficulty distinguishing between completely false and simply deceptive advertising, as expected since Thai has only a single term to describe both types of advertising, and no commonly used term for greenwashing.

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Challenges facing Thai higher education institutions financial stability and perceived institutional education quality

Cited by 7 publications

References 31 publications

Synthesis and Model Development of Thai Undergraduate Dropout Risk Factors

Synthesis and Model Development of Thai Undergraduate Dropout Risk Factors

10 Years of Building Good Teachers for Community Development: Local Conservation for Sustainable Development

The Effect of the Level of Media Literacy Among Thai Youth on Their Ability to Detect Greenwashing

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