Development of Management Strategies for Private Higher Education Institutions Under Unpredictable Situations

 

Development of Management Strategies for Private Higher Education Institutions Under Unpredictable Situations
การพัฒนากลยุทธ์การจัดการสถาบันอุดมศึกษาเอกชน เพื่อรับมือกับสถานการณ์ที่ไม่สามารถคาดการณ์ได้

สุวิมล เจียรธราวานิช, สิริฉันท์ สถิรกุล เตชพาหพงษ์, พันธ์ศักดิ์ พลสารัมย์

Suwimol Jairtalawanich, Sirichan Sathirakul Tachaphahapong, Pansak Polsaram

คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย กรุงเทพมหานคร ประเทศไทย

Faculty of Education, Chulalongkorn University, Bangkok, Thailand 

วารสารสังคมศาสตร์และวัฒนธรรม ปีที่ 8 ฉบับที่ 7 (กรกฎาคม 2567)

Journal of Social Sciences and Cultural Vol.8 No.7 (July 2024)

 

วิเคราะห์และนำเสนอบทความ โดย  Wannarasmi  Chanthakut (See also my slide)

Abstract:

This research article the objective is to analyze unpredictable situations with the VUCA concept and develop management strategies of private higher education institutions to deal with unpredictable situations. Use a questionnaire was used with a sample of 375 teachers and  personnel from private higher education institutions out of a total of 14,745 people using the Krejci and Morgan method analyzed with averages linked to VUCA created strategies based on the blue ocean strategy. The four-point framework for action is eliminate, reduce, raise, and create. The results of the study found that, 1) The unpredictable situations; In the academic field, there is the greatest uncertainty regarding the development of private higher education that cannot reach global competition. In terms of research and innovation, there is uncertainty about not receiving government budget support. In terms of academic services, there is ambiguity regarding the administration's policy in supporting a limited budget. And in terms of management and leadership development, there is ambiguity regarding people management. 2) A strategic plan was obtained in 4 areas: 2.1) Academic strategy is to carry out academic work by considering social changes as the main focus and develop it into a higher level of competition, 2.2) Research and innovation strategy is to set research as the main burden in place of teaching work. Promote innovative research to meet the needs of society and industry. Create cooperation with the government sector and create policies to support research, 2.3) Academic services strategy is to enhance cooperation with the public and private sectors. Policy on generating income and process for proactively recruiting students and analyze the rapidly changing needs of service recipients, and 2.4) Leadership development strategy is to promote and develop leadership for department level executives to keep up with changes. Promote vision, leadership, and management in times of crisis. Raise workers' sensitivity and timeliness to change.

👀Research Objectives:

This research focuses on analyzing and developing strategies for private higher education institutions (HEIs) to address unpredictable situations using the VUCA framework (Volatility, Uncertainty, Complexity, Ambiguity). The primary objectives are:

1. To analyze unpredictable challenges faced by private HEIs.

2. To develop management strategies tailored to navigate these challenges effectively.

Theory and Related Literature Review:

The study integrates the VUCA framework and the Blue Ocean Strategy to explore innovative management approaches. VUCA identifies the dynamic and unpredictable nature of modern contexts, while the Blue Ocean Strategy introduces value innovation, emphasizing eliminating unnecessary competition and creating unique educational offerings.

Conceptual Framework:

The research framework focuses on four key areas of private HEI management:

Academic Development

Research and Innovation

Academic Services

Leadership Development

The framework employs the 4 Actions Framework from the Blue Ocean Strategy: Eliminate, Reduce, Raise, and Create, guiding strategy formulation.

📐📈Research Methodology:

    1. Population and Sample:

The study targeted 14,745 individuals (administrators, faculty, and staff) from 72 private HEIs in Thailand. A sample size of 375 respondents was determined using Krejcie and Morgan's method, with a 95% confidence level. Participants were selected through stratified and simple random sampling.

    2. Data Collection:

Data were gathered via online questionnaires validated by experts, achieving an IOC score of 0.85. Questions addressed perceptions of unpredictable scenarios and strategies for managing them.

    3. Research Instruments:

• Questionnaires based on VUCA contexts and the Blue Ocean Strategy framework.
• Analysis using descriptive statistics and Exploratory Factor Analysis (EFA).
• Data Analysis: The study employed descriptive statistics to calculate means, medians, and modes. Findings were structured within the 4 Actions Framework to align strategies with VUCA challenges.

🔆🔑 Findings

                Table 1: Information on Unpredictable Situations in the Work Performance of Personnel

            Table 2: Average Scores of Information on Unpredictable Situations in the Work Performance 

                        of Personnel in Private Higher Education Institutions Classified According to the VUCA 

                        Concept

                Table 3: Results of the SWOT Analysis

                Table 4: Results of the Analysis of the Four Frameworks of Operation

 📊📇Conclusions:

    1. Unpredictable Situations in HEIs:

    Academic Development: The greatest uncertainty stems from the inability to reach global competitiveness.

       Research and Innovation: A lack of government budget support was identified as a major challenge.

       Academic Services: Ambiguities arose from limited budget policies.

       Leadership Development: Unclear people management policies were significant issues.

    2. Strategic Development for Private HEIs:

        Using the 4 Actions Framework, the research proposed strategies across four domains:

        2.1 Academic Development:

              - Integrate technology to enhance efficiency.

              - Align academic programs with societal changes.

              - Elevate HEIs to globally competitive standards.

       2.2 Research and Innovation:

             - Prioritize research over teaching workloads.

             - Foster innovative, industry-relevant research.

             - Establish collaborations with government agencies.

       2.3 Academic Services:

             - Strengthen public-private partnerships for funding.

             - Implement proactive enrollment strategies.

             - Adapt services to meet rapidly changing user demands.

       2.4 Leadership Development:

             - Develop adaptive and visionary leaders.

             - Encourage inter-institutional collaborations.

             - Train staff for agile and responsive performance.

This study highlights the necessity for innovative strategies to sustain private HEIs amidst volatile and unpredictable conditions. The integration of the Blue Ocean Strategy provides a novel approach, fostering resilience and competitiveness. These findings contribute to creating a robust roadmap for strategic management in private HEIs, ensuring their sustainability and relevance in a rapidly changing educational landscape.

Development of Indicators and Sufficiency Economy Philosophy-Guided Academic Affairs Management Strategy for Higher Education Institutions

 Development of Indicators and Sufficiency Economy Philosophy-Guided Academic Affairs Management Strategy for Higher Education Institutions

การพัฒนาตัวบ่งชี้และยุทธศาสตร์การบริหารงานวิชาการ ตามหลักปรัชญาของเศรษฐกิจพอเพียงของสถาบันอุดมศึกษา

อรุณี  หงษ์ศิริวัฒน์ 1

Arunee Hongsiriwat1

ผู้ช่วยศาสตราจารย์ประจําสาขาวิชาอุดมศึกษา ภาควิชานโยบาย การจัดการและความเป็นผู้นำทางการศึกษา คณะครุศาสตร์  จุฬาลงกรณ์มหาวิทยาลัย

Assistant Professor, Department of Higher Education, Educational Policy, Management, and Leadership,  Faculty of Education, Chulalongkorn University

 

วารสารศึกษาศาสตร์มหาวิทยาลัยขอนแก่น ปีที่ 43 ฉบับที่ 1 (มกราคม-มีนาคม 2563)

Journal of Education Khon Kaen University Vol.43 No.1 (January – March 2020)

 

วิเคราะห์และนำเสนอบทความ โดย  Wannarasmi  Chanthakut

Abstract

This research aimed to study the current situations, develop indicators, develop management  strategies,  and  examine  appropriateness of  indicators  and  management strategies. Administrators and faculty member samples are 224 people. The findings were as follows: (1) A current situation was found that Sufficiency economy philosophy and contemporary concepts, the mean was 4.26, (2) The development of indicators were found  that  a  great  number  of  Indicator  “ Sufficiency  Economy  Philosophy-Guided Curriculum”, (3) The development of management strategies were composed of vision which  are  Excellent  curriculum  construction,  teaching  and learning  management, educational  supervision,  assessment  and  evaluation, research  and  development, academic  community  service  for  higher  education  institutions.  Mission  which  are Sufficiency economy philosophy-guided academic affairs management for curriculum and instruction, research and development and academic community service, professional development,  assessment  and  evaluation,  sufficiency  economy  philosophy  and contemporary  concepts  and  risk  management. Purposes  are  composed  of  1) Excellent curriculum and international curriculum construction 2) Excellent teaching and learning management based on expected learning outcomes 3) Excellent educational supervision that solves root causes of the country 4) Excellent assessment and evaluation that solves root causes of the country 5) Excellent research and development that solves root cases of the country 6) Excellent academic affairs management that solves root causes of the country. Strategies are composed of 6 strategies: 1) Sufficiency Economy Philosophy-Guided Curriculum and Teaching and Learning Management 2) Sufficiency Economy Philosophy-Guided  Research  and  Development  and  Academic  Community  Service  3) Professional  Development  and  Sufficiency  Economy  Philosophy  4)  Sufficiency  Economy Philosophy-Guided  Assessment  and  Evaluation  5)  Sufficiency  Economy  Philosophy  and Contemporary  Concepts  6)  Sufficiency  Economy  Philosophy  and  Risk  Management  (4) Examining appropriateness of indicators and management strategies was appropriateness. Indicators are composed of 6 indicators.

Research Objectives:

This research aims to study and develop academic management strategies for higher education institutions, focusing on integrating the Sufficiency Economy Philosophy (SEP) to ensure sustainability and address contemporary challenges. The primary objectives are:

1. To examine the current state of academic management in higher education institutions.

2. To develop indicators and strategies for academic management based on the principles of the Sufficiency Economy Philosophy.

3. To evaluate the appropriateness of the developed indicators and strategies.

Theories and Related Literature:

The Sufficiency Economy Philosophy emphasizes moderation, reasonableness, and resilience, supported by knowledge and moral conditions. It can be integrated with modern concepts such as holistic academic management, sustainable quality improvement in education, and analytical tools like SWOT and TOWS for developing strategic frameworks in academic affairs.

Conceptual Framework:

The research framework integrates the Sufficiency Economy Philosophy with six key components of academic management:

        Curriculum development

        Research and development

        Faculty development

        Assessment and evaluation

        Contemporary concepts

        Risk management

 📐📈Research Methodology

•  Population and Sample:

The study involved 224 participants, including administrators and faculty members from various types of higher education institutions, selected through two-stage random sampling.

• Research Instruments:

1. Questionnaires and interviews to assess the current status and perspectives on academic management strategies.

2. Factor analysis to develop indicators.

3. Instrument Validation:

    Instrument quality was ensured with IOC ≥ 0.5 and reliability coefficients (Cronbach's Alpha) ranging from 0.818 to 0.950.

      Table 1: Cronbach's Alpha of the questionnaires

• Data Collection:

Data were gathered through questionnaires, interviews, and expert reviews.

• Data Analysis:

Exploratory Factor Analysis (EFA) and content analysis were employed to interpret the results and draft the strategic framework.

🔆🔑Research Findings:

Six critical indicators were developed and categorized to evaluate academic management efficiency, including designing curricula aligned with the Sufficiency Economy Philosophy and faculty development emphasizing morality and technological application.

The proposed academic management strategies were validated by experts and deemed suitable and feasible for implementation.

This research highlights the integration of the Sufficiency Economy Philosophy into academic management, offering a robust framework for fostering sustainability and addressing the dynamic needs of higher education institutions.

A Study on the Interaction among the Competence, Engagement, and Job Performance of Professional Teachers in Technical Schools: A Case Study in Shandong Province China

 

A Study on the Interaction among the Competence, Engagement,
and Job Performance of Professional Teachers in Technical Schools:
A Case Study in Shandong Province China

Wei Zhao  SaranaPhotchanachan  Wisut Wangworawut

By Amornteb Intasorn

Abstract

The purpose of this study is to (1) impact of professional teacher engagement on the performance of technical schools. (2) impact of vocational teacher's ability on the  performance  of  technical  schools  and  (3)  exploring  the  impact    professional teacher engagement and ability on the performance of technical schools. The through quantitative research, we will combine the two independent hot topics of engagement and competence in the field of human resources research, with a focus on studying their impact on job performance.  The  data  was  collected  through a  questionnaire survey  from  a  technical  school  in  Shandong  Province,  China.  The sample of 521 participants provided basic data for this study. The results were as follows:

1. Within a certain range, excessive engagement may have a negative impact on performance.

2. The positive impact of competence on performance.

3. The interaction between engagement and ability has a positive impact on job performance.

 

Research’s objective

1.  To  study  on  the  impact  of  professional  teacher  engagement  on  the performance of technical schools.

2. To research on the impact of vocational teacher's ability on the performance of technical schools.

3. To exploring the impact professional teacher engagement and ability on
the performance of technical schools

 

Hypothesis

H1:  The engagement of professional teachers in vocational colleges has an impact on performance.

H2:The  competence  of  professional  teachers  in  vocational  colleges  has  an impact on performance.

H3: Engagement and ability have a moderating effect on job performance.

 

Methodology

1. Population and sample

The research subjects were teachers from a technical school in Jinan, Shandong Province, China. 521 survey questionnaires were distributed through random sampling, and 521 valid questionnaires were collected, with an effective recovery rate of 100%.

2. Research instruments

Use quantitative research methods to test the hypotheses proposed in this article. Quantitative research methods allow researchers to collect data that can be used for objective measurements.

In this study, the author used statistical methods to determine the impact between variables. The questionnaire is based on literature review, face-to-face interviews, and existing authoritative scales both domestically and internationally. Based on reliability and validity tests, the questionnaire is revised and improved according to the conceptual framework design

3. Data analysis

This study used SPSS and AMOS to collect and analyze data. After collecting data on independent and dependent variables, conduct differential, descriptive, correlation, reliability and validity (confirmatory factor analysis, exploratory factor analysis), and structural equation modeling to validate research hypotheses and answer research questions.

 

Results

F	F	NSEC	SE	Z	P	SEC	F
WQP	EMT	0.215	0.035	6.204	0.000	0.616	WPQ
WQP	CW	0.226	0.033	6.856	0.000	0.833	WPQ
EMT	CW	0.325	0.039	8.254	0.000	0.645	EMT

*Note:

F= Factor

SE=Standard Error (Std. Error)

WPQ=Work Performance Quantity

CW= Competency Workload

NSEC=Non Standard Estimation Coefficient (Coef.)

SEC=Standard Estimation Coefficient (Std. Estimate)

EMT=Engagement Measurement Table

In the factor covariance matrix in Tables 1, it can be seen that the non-standard estimation coefficient between the number of job performance and the engagement measurement table is 0.215, with a standard error of 0.035.The z-value is 6.204, the p-value  is  0.000,  and  the  standard  estimation  coefficient  is  0.616.  This  indicates  a significant  positive  relationship  between  the  quantity  of  job  performance  and  the engagement  measurement  table. Similarly, the non-standard estimation coefficient between the number of job performance and the workload of competence is 0.226, with a standard error of 0.033. The z-value is 6.856, the p-value is 0.000, and the standard estimation coefficient is 0.833. This indicates a significant positive relationship between the quantity of job performance and the workload of competency.

Secondly, the non-standard estimation coefficient between the engagement measurement table and the competency workload is 0.325, with a standard error of 0.039. The z-value is 8.254, the p-value is 0.000, and the standard estimation coefficient is 0.645. This further indicates a significant positive relationship between the engagement measurement table and the workload of competency.

Through  the  analysis  of  the  factor  covariance  matrix,  we  can  conclude  that there is a significant positive relationship between the quantity of job performance, the engagement measurement table, and the workload of competency. This series of relationships reveals the complex internal relationship between engagement, ability, and job performance, providing important clues for us to better understand research questions.

The  results  of  Table  2  indicate  that  the  hypothesis  testing  path  coefficient between  job  engagement  and  job  performance  is -0.480  (P<0.001).  Therefore, the results accepted hypothesis 1: The engagement of professional teachers in vocational colleges has an impact on performance.

The results of Table 2 indicate that the path coefficient between competence and job performance is 0.355 (P<0.001).  The  result  accepted  hypothesis  2：The competence  of  professional  teachers  in  vocational  colleges  has  an  impact  on performance.

The results of Table 2 indicate that the path coefficient between engagement, ability, and performance is 0.123 (P<0.001).  The  results accepted the hypothesis 3 : that  the  interaction  between  engagement  and  ability  has  a  positive  impact  on  job performance.

 

Conclusions

The  hypothesis  test  results  between  professional  teacher  engagement  and performance  in  technical  schools  indicate  that  professional  teacher  engagement  in technical schools has a negative impact on performance. That is to say, within a certain range, excessive teacher engagement may actually affect the improvement of performance. The situation where employees overwork for a long time is called (Heavy Work Investment) This refers to the  phenomenon  of  individuals  dedicating  themselves  to  their  work,  maintaining  a strong focus on work tasks, or exhibiting a high level of dedication to their work.