Taiwan’s low birth rate and declining demand for higher education among the country’s high school graduates has led to vigorous competition between Taiwanese universities to attract and retain students. Increasing international student enrolment can help alleviate these existing pressures. However, the transition from high school to university life and the need to study in a degree program with English as the primary medium of instruction, can present challenges for first-year students. We aimed to investigate First Year (FY) Taiwanese and non-Taiwanese students’ learning experiences and the barriers they face at a private university. The key research findings are based on factors affecting FY students’ learning experiences such as interactive teaching techniques, peer support, program attributes, social integration, and the international learning environment. We argue that for higher education institutions (HEIs) to stand out in a highly competitive environment, university management should optimise their resources and services to meet local and international students’ needs.

The Thai King's philosophy of 'Sufficiency Economy' as a means to alleviate poverty has recently been recognized by the United Nations in the presentation of the UNDP Human Development Lifetime Achievement Award. His Majesty King Bhumibol Adulyadej has, since 1974, stressed the importance of economic self-reliance which is based on the Buddhist belief in the middle path to conduct ways of life to overcome poverty. Thailand learned many lessons from a financial crisis that followed the devaluation of the Thai baht in July 1997. The King's philosophy of self-reliance has gained new credence, reflected in government development policies aimed at improving the country's economic well being. Education and technology are being promoted as vital tools in line with an understanding of 'Sufficiency Economy' which implies moderation of aspirations and a balance between success and fulfilment. Education is the key to developing the full potential of the individual and is regarded by policy makers as instrumental in combating poverty. Human development as a concept and as a policy objective must encompass the economic, social and cultural dimensions of human life. This paper examines the importance of the King's philosophy of 'Sufficiency Economy' to education reform as a poverty reduction strategy in Thailand in the context of rapid economic and technological changes.

Context: Thailand is now facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand’s vocational education policy discourses from 1992 to 2014 and how such policies were discussed to build the country’s skilled labour force.Approach:This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such as the five NESD plans (7th, 8th, 9th, 10th, and 11th) and other government policy statements were investigated and triangulated, along with data from newspaper articles, other public documents, reports from international organisations, and academic journal articles.Findings: Based on the findings of the study, we identified three key policy discourses regarding vocational education in Thailand during 1992-2014: (1) increasing the vocational skilled workforce, (2) the minor role of private vocational providers, and (3) collaboration between vocational providers and industry.Conclusion: We argue that there are five key policy themes in building a vocational skilled workforce: (1) the dedication of the government in increasing the quantity of vocational skilled workforce, (2) encouraging collaboration between vocational colleges and industries, (3) fostering a greater role for private vocational providers, (4) promoting a positive reputation for vocational education, and (5) maintaining the continuity of policy implementation.

Context: Thailand is now facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand’s vocational education policy discourses from 1992 to 2014 and how such policies were discussed to build the country’s skilled labour force.Approach:This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such as the five NESD plans (7th, 8th, 9th, 10th, and 11th) and other government policy statements were investigated and triangulated, along with data from newspaper articles, other public documents, reports from international organisations, and academic journal articles.Findings: Based on the findings of the study, we identified three key policy discourses regarding vocational education in Thailand during 1992-2014: (1) increasing the vocational skilled workforce, (2) the minor role of private vocational providers, and (3) collaboration between vocational providers and industry.Conclusion: We argue that there are five key policy themes in building a vocational skilled workforce: (1) the dedication of the government in increasing the quantity of vocational skilled workforce, (2) encouraging collaboration between vocational colleges and industries, (3) fostering a greater role for private vocational providers, (4) promoting a positive reputation for vocational education, and (5) maintaining the continuity of policy implementation.

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