Needs Assessment to Develop Student Affairs by Applying the
Balanced Scorecard for International Institutions of Higher Education การประเมินความต้องการจำเป็นในการพัฒนางานกิจการนักศึกษาแบบดุลยภาพสำหรับสถาบันอุดมศึกษานานาชาติ
อาภรณี ไทยกล้า1, วิเชียร พันธ์เครือบุตร2 และ พงศ์เทพ จิระโร3Arpharanee Thaikla1, Vichian
Puncreobutr2 and Pongthep Jiraro31 นักศึกษาปริญญาเอก สาขาวิชาการบริหารการศึกษา คณะศึกษาศาสตร์ วิทยาลัยนานาชาติเซนต์เทเรซา1Ph.D. Student, Program in Educational
Administration, Faculty of Education, St Theresa
International College, Thailand2,3 ผู้ช่วยศาสตราจารย์ ดร., คณะศึกษาศาสตร์ วิทยาลัยนานาชาติเซนต์เทเรซา2,3Assistant 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)
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.
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