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Needs Assessment to Develop Student Affairs by Applying the Balanced Scorecard for International Institutions of Higher Education

 


Needs Assessment to Develop Student Affairs by Applying the Balanced Scorecard for International Institutions of Higher Education
   การประเมินความต้องการจำเป็นในการพัฒนางานกิจการนักศึกษาแบบดุลยภาพสำหรับสถาบันอุดมศึกษานานาชาติ

อาภรณี  ไทยกล้า1, วิเชียร  พันธ์เครือบุตร2 และ พงศ์เทพ  จิระโร3
Arpharanee Thaikla1, Vichian Puncreobutr2 and Pongthep Jiraro3
1 นักศึกษาปริญญาเอก สาขาวิชาการบริหารการศึกษา คณะศึกษาศาสตร์ วิทยาลัยนานาชาติเซนต์เทเรซา
1Ph.D. Student, Program in Educational Administration, Faculty of Education, St Theresa International College, Thailand
2,3 ผู้ช่วยศาสตราจารย์ ดร., คณะศึกษาศาสตร์ วิทยาลัยนานาชาติเซนต์เทเรซา
2,3Assistant Professor, Dr., Faculty of Education, St Theresa International College, Thailand
 
วารสารศึกษาศาสตร์ มหาวิทยาลัยกรุงเทพธนบุรี ปีที่ 11 ฉบับที่ 3 (กันยายน – ธันวาคม 2566)
Educational Academic Journal BangkokThonburi University Vol.11 No.3 
(September – December 2023)



วิเคราะห์และนำเสนอบทความ โดย  Wannarasmi  Chanthakut

Abstract

This research aims to study the degree of success, Importance, and Priority needs and, compare the degree of success of student affairs for developing student affairs by applying the BSC for international higher education institutions. The purposive sample group was administrators, lecturers, officers of student affairs, and student unions of international higher education institutions in the Eastern Region, Thailand. There were 25 people per institution, a total is 50 people. The instrument was a 5 Likert scale questionnaire created by the researcher, the statistics used were 𝑋̅, S.D., PNImodified, t-test, and One-way ANOVA. The results showed that 1) The degree of success and importance of student affairs found that the degree of success of student affairs overall of BSC had a high level. The perspective level found that the importance of student affairs had the highest level was the learning and Growth, and internationalization perspective of BSC. 2) The Priority Needs Index found that the highest of the Priority Needs Index was the internationalization perspective of BSC. 3) The degree of success of the International Institute of Higher Education found that the financial perspective is , appropriate, and provides support for the exchange program. There are statistically significant differences at the .05 and .01 levels, respectively. In addition, the Internationalization perspective found that there are activities to exchange programs and determine the agencies responsible for creating international cooperation. There are statistically significant differences at the .05 and .01 levels, respectively.


Research Objectives

This research aims to:

  1. Examine the current and desired conditions of student affairs in international higher education institutions.
  2. Assess the priority needs for developing balanced student affairs.
  3. Compare the current state of student affairs based on factors such as respondents' roles and educational institutions.

Conceptual Framework

This study applies the Balanced Scorecard (BSC) framework, focusing on five key perspectives:

  1. Financial Perspective
  2. Customer Perspective (Students and Graduates)
  3. Internal Process Perspective
  4. Learning and Growth Perspective
  5. Internationalization Perspective

The conceptual framework is employed to ensure the balanced management of student affairs and to address the evolving needs of international higher education institutions.


Related Literature Reviews

The study builds upon Kaplan & Norton's (1996) Balanced Scorecard framework, emphasizing strategic management across diverse dimensions. It also reviews existing literature on challenges in student affairs, such as insufficient budget allocation and lack of skills in organizing developmental activities for students (Woraset Singlor, 2018).


📐📉Research Methodology

The research process includes the following steps:

  1. Sample Group:
    • 50 participants, comprising administrators, faculty, student affairs officers, and student union members from two institutions: St. Theresa International College and Burapha University's International College.
  2. Research Instrument:
    • A five-point Likert scale questionnaire covering all BSC perspectives.
  3. Data Analysis:
    • Statistical methods such as mean, standard deviation, and the Modified Priority Needs Index (PNImodified).

Findings

  1. Current and Desired Conditions:
    • The current state of student affairs is rated as "high," with the highest scores in the Learning and Growth Perspective.
    • The desired condition is rated as "highest," with the Internationalization Perspective being the top priority.
  2. Priority Needs:
    • The Internationalization Perspective showed the highest priority need (PNImodified = 0.60), requiring immediate attention.
  3. Institutional Comparisons:
    • Significant differences were found in financial and internationalization aspects, particularly in funding support for student exchange programs.

Recommendations

  1. For Administrators:
    • Develop strategies to support student affairs, such as setting key performance indicators (KPIs) to evaluate effectiveness.
  2. For Implementation:
    • Focus on advancing internationalization through exchange programs and fostering international collaborations.
  3. For Future Research:
    • Conduct in-depth studies on strategic development tailored to international higher education institutions.

🔑🔆Conclusion

This research offers a fresh perspective on enhancing student affairs to meet current demands by adopting the Balanced Scorecard framework. The framework prioritizes learning, development, and internationalization—key factors for the success of international higher education institutions in the future.

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