Dynamics and Challenges of Public and Private Partnership in Thai Higher Education Institutions in Promoting a Creative Society

Buasuwan, Prompilai; Rassameethes, Bordin

doi:10.1057/9781137457097_12

Cited by 3 publications

(6 citation statements)

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“…According to Comier (2010), the curriculum in the age of creative economy should be problem based, integrated, and draw on people and the community as a kind of learning network (Buasuwan and Rassameethes, 2015;Araya, 2010). Learning in the digital age, through network learning, helps build a "learning community" (Cheng, 2013).…”

Section: Curriculum and Innovative Teaching And Learningmentioning

confidence: 99%

“…In Thailand 4.0, there is an increased emphasis that university research and innovation should also contribute to the wider society (Franco, 2015;Buasuwan and Rassameethes, 2015). As Hannongbua argued (cited in Saengpassa, 2017), Thailand 4.0 research should not just involve raising Thailand's competitiveness on the international stage but it should also include research and development which, for example, encourages locals to efficiently utilize local resources.…”

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confidence: 99%

“…The survey results show that networks of learning in the form of professional communities need to be recognized (see also Franco, 2015;Buasuwan and Rassameethes, 2015;Pawawimol, 2017). The results show that there is a demand for using the experiences and knowledge of community of practice for knowledge co-creation and development of intellectual property.…”

mentioning

confidence: 99%

“…Also, as delineated in the 15-year long-range plan, Office of the Higher Education Commission aims to encourage universities to create linkages with industry and community for the purpose of knowledge transfer. Many university networks have now been created both by OHEC and by universities themselves to meet these aims (Buasuwan and Rassameethes, 2015). Although many of these collaborations are in the form of project-based or activity-based services, universities have also leveraged their collaboration to a legally-recognized partnership level which is more goal oriented and has shared benefits.…”

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Rethinking Thai higher education for Thailand 4.0

Buasuwan

2018

AEDS

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Purpose-The purpose of this paper is to discuss gaps and key challenges facing higher education in Thailand with reference to the implementation of the policy of Thailand 4.0 adopted by the Royal Thai Government. Design/methodology/approach-In-depth interviews were conducted with Thai Government officials, university administrators and faculty members to formulate the concept of a creative society in Thailand. Documentary analysis of university policy documents was used to investigate the roles and practices of universities in fostering creativity and innovation. Questionnaire surveys were used to obtain views of university administrators and faculty members on the existing roles and practices of Thai university in promoting a creative society, and their level of expectation toward the roles and practices required to promote a creative society. Priority need index (PNI) and One-way ANOVA were used to identify the gaps and challenges of Thai higher education in promoting a creative society. Findings-The concepts of the creative society found in this study were in lines with the goals of Thailand 4.0, which are to foster creativity, innovation, inclusivity, and sustainability. It was found that development of learning networks, public-private-community engagement, new mind-set and skill-set of lecturers and students, and new technology are required for a successful implementation of Thailand 4.0. Research limitations/implications-Although the author has identified some progress in Thailand toward achieving the goals of Thailand 4.0, it is clear that key factors that contribute to the fostering of creativity and innovation require further investigation. These factors include socio-cultural factors, creative learning and teaching, mind-set and skill-set, new technology and learning networks, and public-private-community engagement. Practical implications-The findings of this paper can be used to identify some of the key challenges of Thai higher education in achieving the aims of Thailand 4.0. Social implications-The findings of this paper have demonstrated that successfully implementation of Thailand 4.0 requires both educational and cultural reform. Originality/value-This research conducted by the author in 2013-2015 showed that some important reforms are being implemented to achieve some of the aims of Thailand 4.0.

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Section: Curriculum and Innovative Teaching And Learningmentioning

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Rethinking Thai higher education for Thailand 4.0

Buasuwan

2018

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“…So each faculty needs to relevantly choose among the pool of teaching methods available to them. The advanced pedagogies are focused on problem‐solving, customisation and connecting communities for social development (Buasuwan & Rassameethes, 2015). Building ‘learning communities’ across the globe helps connect the learners and the facilitators to build borderless learning (Cheng, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

The holistic learning educational ecosystem: A classroom 4.0 perspective

Koul

Nayar

2020

Higher Education Quarterly

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The emergence of Industry 4.0 has inspired education to undergo a transformation and change its delivery lens. To adapt to the expectation of Industry 4.0, Education 4.0 has built a new interface for each stakeholder. The roles of these stakeholders have been remodelled, which in turn profoundly influences the way a new‐age learner learns. The seamless union of the vision of Industry 4.0 and Education 4.0 demands the establishment of a dais where each stakeholder will play out their assigned roles. The current study proposes a conceptual model of the holistic learning educational ecosystem. The study performs an extensive literature review of the current industry and educational set‐ups to evaluate the status quo. The analysis directs towards a new concept of Classroom 4.0, which will act as a bridge between Industry 4.0 and Education 4.0—hence devising a conceptual model of the holistic learning educational ecosystem. It will help create a borderless education environment which will be a reflection of the vision of Industry 4.0 and Education 4.0. Focusing on learning, development, self‐awareness and emotional stability, the paper suggests a way forward for the new generation. Current research will act as a bridge between global path‐breaking education research and implementation of in‐class teaching methods in higher education.

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Profiling occupational therapists’ preference for an international master’s program in occupational therapy: A needs analysis study

Sy¹,

Pineda²,

Cabatan³

et al. 2023

JAMS

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Background: To advance occupational therapy knowledge and practice in Southeast Asia, it is pivotal that quality master’s degree programs in occupational therapy are in place. Such a program must respond to the needs of the region in terms of occupational therapy education, practice, and scholarship. By recognizing the diversity of the occupational therapy education and training in the region, it has become possible to consider alternatives in establishing a graduate program in occupational therapy through partnerships and consortia. In order to make an informed decision to decide whether co-creating a master’s program in occupational therapy through an international consortium within the region is possible or not, a needs assessment is warranted. Objectives: To describe the profile of occupational therapists living and working in the Southeast Asian region who would like to pursue a master’s degree in occupational therapy via an international consortium. Materials and methods: An online survey design was used to produce data that would be used to inform the co-creation of an international master’s program in occupational therapy. The survey questionnaire was designed specifically for this study and included three sections: 1) information and consent form; 2) demographic information; and 3) information about the need for and preferences on a master’s program in occupational therapy. Participants were recruited through professional organizations and various social media platforms of national and international occupational therapy groups. Results: Eighty-five final-year occupational therapy students and 143 occupational therapists from the Philippines, Indonesia, Thailand, and other countries completed the survey. Majority (62%) of the respondents was interested in pursuing a master’s degree in occupational therapy because they perceived that an advanced degree can enable specialization in practice, promote personal and professional development, and help generate new knowledge for the field. The characteristics of the envisaged international master’s program must be: 1) completed ideally in 1.5 to 2 years, 2) taken by part-time students who are also working practicing, 3) delivered via a hybrid arrangement (i.e., online and face-to-face) with a fixed weekly schedule, and 4) matriculated for USD 1,000 per semester. Conclusion: While this cross-sectional survey cannot encapsulate the totality of occupational therapists’ needs in terms of their professional development, the survey provided an empirical basis to inform decisions in the creation of a master’s program in occupational therapy jointly offered by an international consortium of Southeast Asian universities.

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Dynamics and Challenges of Public and Private Partnership in Thai Higher Education Institutions in Promoting a Creative Society

Cited by 3 publications

References 4 publications

Rethinking Thai higher education for Thailand 4.0

Rethinking Thai higher education for Thailand 4.0

The holistic learning educational ecosystem: A classroom 4.0 perspective

Profiling occupational therapists’ preference for an international master’s program in occupational therapy: A needs analysis study

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