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Thuen Thongkaew 2007 mentioned that the individual competency was the unique ability that
others cannot imitate. The group of competency has been hidden in each person and dramatic effect on
attitudes, achievement and the leadership which consistent of Dalf 2005 found that personal
characteristics of a leader must have Self-confidence, honesty, enthusiasm, leadership and freedom from the
control of others.
8.2 As a concept of Contemplative Education, U-shaped theory Otto Schamer and skills of the
future in the 21
st
century were a part in determining the model of conflicts management competency for
school administrators under the Office of the Basic Education Commission fetched out of the competency
development relied on self-learning, experience, contemplating mind because of developing conflict
competency was the human development which is generally of learning along the contemplative
education that respect to the background and learning potential. The importance things of creating a learning
community was focusing on the contemplating mind with the process. For the development of competency
for the administrators, Aran Sotthiphan and colleague 2548 described that a workshop for staff of the
Department of Agriculture used Self-directed Studying which is the way to develop the
competencies of civil servants and it is the one of the skills of the future in 21
st
century, according with the concept of Sermsak Visalaporn 2002 reported that
the roadmap of leadership development was the studying, training, self-learning and learning from
inside and outside the organization. Moreover, the process of developing the model conflict management
competency for the school administrators under the Office of Basic Education Commission. in the South
is consistent with the findings of Benjaporn Kaewmeesri 2002 studied the model of leadership
development of nursing college administrators under Ministry of Public Health, the result of model
composition was divided into 7 steps: 1 defining the concept 2 defining the characteristics for developing
3 preparing the development, 4 developing 5 evaluating the development and 6 practicing and 7
evaluating performance.
9. Suggestions
9.1 Should focus on the development of conflict management competency, especially the individual
characteristics by using administrators’ ability to apply and make a high benefit to the organization and
requires motivation in developing the administrators of basic education.
9.2 The school administrators of basic education should have a roadmap for following development of
conflict management competency by self-assessment, by peers-assessment and evaluation of the
performance in the institutions by providing a supportive process by asking the recipients in
developing competency to find out their ability skills or lacking skills and help them achieve their goals in
the current work to guide them in strengthening. Develop and improve the conflict management
competency, the atmosphere also building development process continued to develop a culture
of self-learning and organizational of learning in the 21
st
century.
References
Aran Sodthiphan, et al. August, 2005. Competencies for personnel preparation for Department of
Agriculture. Documentation of the workshop in preparation of performance for personnel for
Department of Agriculture.
Benjaporn Kaewmeesri. 2002. A proposed model for the development leadership of the nursing
college administrator, Ministry of Public Health. Doctoral Thesis, Educational Administration,
Graduate School, Chulalongkorn University, Bangkok.
Boyatzis, R.E. 1982. The Competent manager: A Model for Effective Performance. New York:
John Wiley Sons. Chonlada Thaongtawee 2008. Contemplative Flora;
A Survey and Synthesis of Knowledge by Contemplative Study. Bangkok: Research and
Management in Contemplative Education, Contemplative Education Center, Mahidol
University.
Dalf, R. L. 2005. The Leadership Experience. Canada: South-Western.
Holt, T.L. 1986. The Relationship between Leadership Styles and Conflict Management
Techniques as Reported by Hospital Middle Management Personnel in Eight of the Largest
Hospital in North Dakota. EDD Dissertation. Health Education, The University of North
Dakota.
Office of Civil Servant 2005. Deployment of Human Resources Management Performance. Seminar
literature performance of civil servants. Bangkok: Office of Commission of Civil
Servant.
Phra Manahansatham Thamamahaso, Nithibunyakorn. 2011. Buddhist Peaceful
Means: Integrating the Principles and
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Instruments of Conflict Management. Bangkok: 21 Century.
Prawet Wasi. 2007. The New Learning to Overcome the Crisis. Bangkok: Ruam Duay Chuai Kan.
Sermsak Visalaporn. 2002. Leadership in professional experience document of Master of
Educational Administration units 1-7. Nonthaburi: Education Department, Sukhothai
Thammathirat Open University.
Teera Runcharoen. 2007. Professionalism in the Education Management and Education Reform.
Bangkok: Khao Fang. Thuen Thongkaew 2207. Competency: Principle
and Method. Bangkok: Rajabhat Suan Dusit University.
Woraphot Wongkijrungrueng. 2013. Skills for the future: Education for the 21
st
century. 2
nd
ed.. Bangkok: Openworld Publishing House.
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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375 A Model of Excellent Project Management in Schools under the Jurisdiction of the
Primary Educational Service Area in Southern Thailand
Parleewan Sittikarn
Doctoral students in Educational Administration Program Prince of Songkla University, Thailand E-mail: parlewan2510hotmail.com
Ekkarin Sungtong
Assistant Professor ,Department of Educational Administration Program Prince of Songkla University, Thailand E-mail: blackovationhotmail.com
Abstract The model of education management developed in
this research reflects the strengths of various projects in terms of goals, vision, mission and strategy. The
quality of education management depends on such a model of excellent project management that
reflects school objectives and relates to the needs of learners and the community. The purposes of this
research were to examine the elements and develop a model of excellent project management in schools
under the jurisdiction of the Primary Education Service Area in Southern Thailand. The representative
sample involved in this research comprised 1,763 principals of schools in Southern Thailand and 14
other participants in a position to provide important information relevant to this research. The data
collection methodology comprised two phases: the first phase involved a survey of school principals by
means of a questionnaire; the second phase
involved interviewing seven school principals selected on the basis of their schools having objectively
demonstrated outstanding performance and seven teachers in charge of projects in these schools.
Analysis of the data thus collected identified ten key elements of excellent project management of
schools under the jurisdiction of the Primary Education Service Area in Southern Thailand, namely
1Management, control, and follow-up,2 Human resource management, 3 Executive leadership of
the project, 4 Documentation of project features, 5 Investigation of the feasibility of the project,
6 The project information system, 7 Project planning, 8 Project writing,9 Integrated risk prevention
mechanisms, 10 Evaluation and closing of the project. There are key three steps in the life of a project that
must be evaluated in order to developing a model of an excellent project: the initiation phase, the efficient
implementation of the project, and the closing phase, which involves inspecting and closing the
project in a cooperative manner, monitoring time management and advertising.
Keywords: Project management, Project excellence, Southern Thailand
Introduction
In the 21st century, the concept of project management has become a key element of education
management. The concept of project management involves a systems approach to management that
emphasizes understanding the project as a whole that involves various subsystems. Best practice in
project management involves interface management and subsystem management of the project in order
to manage interactions between project components. The aims of such management are to produce
outcomes, products and services that form a unified whole, to enhance system performance, and to
achieve the objectives of the project Ratchaton, 2008; Obradovitch and Stephanou, 1990.
The utilization by educational institutions of appropriate policies, planning and project goals
provides a compass which: enables education
management directors to understand what needs to be done and how and when to do it; enables all staff
to understand the project vision; and encourages directors to use their authority appropriately, using
reason and inquiry to provide education management that saves energy, money, and labor through system
evaluation and quality control Promshui,2007. However, although educational institutions have
used the concepts of projects and project management to develop education administration for a long time,
it has been found that in Thailand, the ratio between the number of such institutions with the good project
management skills necessary to achieve excellence and recognition and the number of educational projects
is low. Academics have misused the term “Project” and have not been able to use the concept as a tool
to assist them in their work. Some education professionals go through project paperwork only in
order to receive funding. A key aspect of the definition of “project” is
the endeavor to improve performance and create new products and services Project Management
Institute, 2004; Kloppenborg, 2009. According to Kerzner, Harold and Frank 2006, the power of
using budget , the need of customer and the natural of organization can be start and finished. For this
reason, academic institutions engaging in project management need to use this concept to enhance
students’ skills. In doing so, they should endeavor to develop and innovate within constraints of quality,
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cost and time Turner,1997. Projects are group activities that require interaction among team
members, good performance and sophisticated techniques in order to achieve desired results and
planned objectives and to ensure that the activities involved in the project begin and end well according
to plan Packendorff, 1995. Management integration is required to ensure that project activities make
appropriate use of limited resources while achieving the level of quality and effectiveness demanded by
the objectives of the manager and project director, who must be able to manage the project well in
order to achieve project management excellence and recognition and to outperform competitors
BNET Business Dictionary, 2000. Establishing superiority over competitors is
necessary to the survival of academic institutions. Doing so challenges the ability of directors. The
term “expert director” can be applied to a director who has the knowledge required to understand the
nature of the project clearly. Projects both large and small are conceived of as having a life cycle with
time limits defined by their starting and completion dates. To achieve excellent project management,
directors should pay attention to the life cycle of the project. There are three phases in this life cycle: the
initiation phase; the implementation phase; and the closing and evaluation phase or divestment phase.
Achievement of project goals and objectives
involves many factors. At each stage in the project life cycle, an expert director must skillfully manage
the project in terms of the degree of work required, working skills, and management techniques in order
to gain ground and achieve the objectives of the project successfully, to innovate, and to develop
new targets and take advantage of new opportunities Saiknit, 2552 ; Larson, 2008.
The topic of this research is “A model of excellent project management in schools under the
jurisdiction of the primary educational service area in southern Thailand”. The researcher presents both
element analysis and interview results as follows: Purpose
To study the elements of the development of excellent project management in schools under the
jurisdiction of the primary educational service area in Southern Thailand.
Research Methodologies
This research employed integrated research. This involves two steps:
Step 1: Exploratory factor analysis was conducted by means of a questionnaire completed by school
directors of school regarding key variables in the development of excellent project management in
schools under the jurisdiction of the primary educational service area in southern Thailand.
Step 2: Studying the key elements in the development of excellent project management in
schools under the jurisdiction of the primary educational service area in southern Thailand by means of in-depth
interviews with educators involved in projects that have demonstrated good performance, including
both project directors and teachers in positions of responsibility in the project.
Data Analysis:
Step 1: Qualitative research involving frequency, percentage and exploratory factor analysis.
Step 2: Qualitative research involving content analysis.
Participants:
This research project implements a qualitative methodology by employing a survey to study the
opinion of school directors under the jurisdiction of the primary educational service area in southern
Thailand. In total there were 1,763 participants. Table 1: Characteristics of the sample
Characteristics of the sample
number Percentage
School size: Large
227 12.88
Medium 785
44.53 Small
751 42.60
Sex: Female
1,400 79.41
Male 363
20.59 Education:
Doctorate 1
0.06 Master
1,307 74.13
Bachelor’s degree 433
24.56 Diploma
8 0.45
Others 14
079 In Table 1 above, the sample consists of directors
of schools under the jurisdiction of the primary educational service area in Southern Thailand. Of
these participants, 785 44.5 were in medium-sized schools and 751 42.6 in small schools; 1,400
were male 79.1 and 363 female 20.6; and 1,307 held a master’s degree, while 433 held a
bachelor’s degree only. This research project also implemented
qualitative research by means of in-depth interviews with a smaller number of participants, 14 other
participants in a position to provide important information relevant to this research. This sample
consists of: three directors of schools which have demonstrated excellent project performance and
achieved recognition in the form of awards for outstanding performance in terms of international
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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standards from the Office of the Basic Education Commission; directors of four schools that have
demonstrated excellent performance at a level similar to those which have received awards; and seven
teachers responsible for academic projects in their educational institutions selected by purposive sampling.
Instruments
The instruments and collection techniques used in this research project consist of questionnaires
testing variables in the development of excellent project management in schools under the jurisdiction
of the primary educational service area in Southern Thailand and of a semi-structured interview protocol
used to investigate what kind of project management results in excellent project management in schools
under the jurisdiction of the primary educational service area in Southern Thailand.
Findings The outcomes of this research investigating the
nature of project management resulting in excellent project management in schools under the jurisdiction
of the primary educational service area in Southern Thailand are as follows:
1. Analysis of the data collected identified ten key elements of excellent project management of
schools under the jurisdiction of the Primary
Education Service Area in Southern Thailand is shown in Table 2 below:
Factor Factor
Score Eigen
values Name of factor
1 .550-.745 35.477
Management, control, and follow-up
2 .532-.706 6.817
Human resource management
3 .507-.634 3.296
Executive leadership of the project
4 .511-.693 2.453
Documentation of project features
5 .521-.726 2.125
Investigation of the feasibility of the pro-
ject 6
.686-.757 1.846 The project infor-
mation system 7
.591-.675 1.663 Project planning
8 .529-.690 1.511
Writing the project plan
9 .519-.710 1.490
Integrated risk- prevention
mechanisms 10
- -
Evaluation and closing of the project
Table 2 above shows the key elements of excellent project management of schools under the
jurisdiction of the Primary Education Service Area in Southern Thailand identified by exploratory
factor analysis. Analysis of the data identified nine key elements, namely: 1 Management, control, and
follow-up, 2 Human resource management,3 Executive leadership of the project, 4 Documentation of
project features, 5 Investigation of the feasibility of the project, 6 The project information system,
7 Project planning, 8 Writing the project plan and 9 Integrated risk-prevention mechanisms.
Analysis of data derived from interviews with school directors and teachers involved in projects
14 participants in all found that 13 of the participants 92.86
suggested a further key element, namely the evaluation and closing of the project. This element
is therefore included as the tenth element in excellent project management.
2. These ten key elements of excellent project management of schools under the jurisdiction of the
Primary Education Service Area in Southern Thailand are related to the life cycle of the project. Documentation,
the project information system, and project planning and writing are the key elements of the initiation
phase; management, control, and follow-up, human resource management, executive leadership of the
project and integrated risk-prevention mechanisms belong to the implementation phase; evaluation and
closing of the project which require prior planning belong to the divestment phase. The key elements
of these guidelines – planning, implementation, monitoring and evaluation including following up
the work both formally and informally, advertising, and organizing appropriate times for project activities,
as well as the stages in the life cycle of the project – are shown in the diagram below
Fig.1: factor of Excellent Project Management in Schools under the Jurisdiction of the Primary
Educational Service Area in Southern Thailand
are related to the life cycle of the project .
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Discussion This research project has identified ten key
elements for a model of excellent project management in schools under the jurisdiction of the primary
educational service area in southern Thailand. They are: management, control, and follow-up; 2 human
resource management; 3 executive leadership of the project; 4 documentation of project features;
5 investigation of the feasibility of the project; 6 a project information system; 7 project planning;
8 writing the project plan; 9 integrated risk- prevention mechanisms; and 10 evaluation and
closing of the project. These results are integrated into the concept of the project life cycle as follows:
Initiation phase : key elements in the initiation phase are documentation of project features,
developing the project information system, project planning, and writing the project plan. These elements
are required because in order to create excellence and out-perform competitors, directors need to
realize the importance of using the right information system Anumanaratorn, 2008; Juile, 2010. Learning,
understanding and utilizing an accurate, up-to-date information system that is relevant to the problems
that the project addresses are key factors enabling the project director to successfully initiate a project
Kloppenborg,2009;Marchewka,2010.Tiewtoy 2008 states that the preparation and implementation of a
plan to achieve the goals and objectives of the project and to create excellent project management
provides clear policies for implementation of the project. Control, monitoring and evaluation of the
system and the monitoring of performance encourage project team members to work together and
improve the quality of their work. The need to study the feasibility of the project
and project documents is a further important aspect of project planning. Anumanratchatorn, 2008
; Chinpaisan
, and Shewathakulkit, 2009. The project
feasibility study requires analysis of the economic, political, social and material environment, of the
level of technological support and equipment, of human resources, budgets, and time constraints, of
limitations to the implementation of the project, and of risks. Team members must jointly analyze the
consistency between the project objectives, budget and methods of operation to ensure their suitability
for the project goals and objectives, the budget, the principles and reasons underpinning the project,
and the beneficiaries of the project Saikanit, 2009; Marchewka, 2010 in order to apply an information
system to the writing of the project. Good project writing involves understanding of the project scope,
project benefits, stakeholders, time limits, and available material Anumanratchatorn,2008; Bruce,
2001; Kerzerner, 2006; Julie, 2010. Implementation phase : key determinants of
the success of project implementation in achieving goals and objectives include management, direction,
control, follow-up, human resource management, executive leadership of the project and integrated
risk-prevention mechanisms. Above all, the
implementation of a project relies on the project team. Team members typically possess different
backgrounds in terms of knowledge, ability, and work experience. These factors affect the quality of
the project and the achievement of project goals Anumanratchatorn, 2008;
Robert, Kajhohepaunharm,
Translated and edition, 2009. Sattapanit 2007 found that the most important
factor in management success is the ability of the executive leadership of a project to provide clear
directions to the educational institution and aspects of the character of the leadership in terms of physical
suitability, relationship skills, communication skills, coordination with members, ability to solve problems,
creative thinking, identification of new opportunities, listening to the ideas of other people, the ability to
assign the right people to the right tasks, and being reasonable Moolee, 2009. Julie and Marchewka
2010 demonstrate that executive leadership is the key to project management: the result of assigning
the right administrators to the right work is outstanding performance that will be recognized by people and
organizations in general. There are three kinds of dynamic project interfaces that are the key factors
in excellent project management: human interfaces, organization interfaces and system interfaces.
Achieving goals and objectives requires the application of skills including coordination skills, delegation
skills, taking responsibility, and team behavioral development Robert,
Kajhohepaunharm,Translated and edition
,
2009; Jiradurmgeng
,
2009.
Divestment and closing phase : the key element of the divestment and closing phase is project
evaluation and closing the project because projects have a life cycle that includes both a starting and
closing phase. The outcome of successful, high- quality, high-standard projects demonstrate the
potential of excellent project management to
out-perform competitors. In doing so, directors need to apply expert management MoomJun, 2013;
Tongsen , 2013; Noosanguan, 2014. Evaluation of a
project assesses the progress of work and involves earned value analysis in relation to success in
achieving objectives and limiting costs, shortcomings, progress and the effect of the project. A report
summarizing the outcomes of implementation to provide guidelines for future projects, solve problems
involved in the implementation of the project, and to decide whether to continue or close the project.
Doing so can provide a good opportunity to learn how to implement projects better and to create
appropriate objectives Pisanboot
,
2007; Jiradurmgeng
,
2009. Closing the project is a good time to say
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379
thank you to your staff for their help and support ; Robert,
Kajhohepaunharm, Translated and edition
,
2009.
Suggestions
1. The ministry of education and others responsible for developing education institutions should focus
more on giving suggestions, basic knowledge and clear guidelines regarding projects so that they can
become a model of excellent project management in schools under the jurisdiction of the primary
educational service area in Southern Thailand. The ten key elements identified in this research regarding
education management can assist projects to be high-quality, effective, and efficient in terms of
preserving resources. 2. This research project found that management,
control, and evaluation play a vital role in the achievement of excellent project management in schools.
References
Anumanrachathon,Mauree. 2008. Project Management-Project Management. 9
th
ed. Bangkok: Dumybest.
Austin, Robert D. Kajhonshepaunharm, Komson
Translated and edition. 2008. Managing Project large and small
. Bangkok: Expernet. Co.,Ltd.
BNET Business Dictionary. 2000. Business definition for: Excellence. Available from: http:
dictionary .bnet.comdefinitionexcellence.html.
Bruce Barkley, T. and Saylor H. James.2001. Customer-driven project management :
Building quality into project process. 2
nd
ed. Singapore: McGraw-Hill.
Chinpaisan , Thapana and Shewathakulkit,
Achara 2009. Project management and
feasibility study
. 9
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ed. Bangkok : Simon Thira film and text. Co.,Ltd.
Gray, Clifford F. and Larson, Erik W. 2008. Project management the managerial Process.
4
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ed. New York: McGraw-Hill. Hair.J.F.Anderson,R,E., Tatham,RL., Black,W.C.
1998. Multivariate Data Analysis. 5
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ed. New Jersey: Prentice.
Jiradurmggeng ,Visoot .2009. Project
Management for managers. 3
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ed. Bangkok: Wankawee.
Julie Yu-Chih Liu, Henry Houn-gee Chen, James Jiang and Gary Klein.
2010, May. Task completion competency and project
management performance : The influence of control and user contribution.
International Journal of Project Management, 28
2010, 220 - 227.
Kerzner Harold and Saladis P.Franj. 2006. Project Management workbook and PMP
CAMP Ex am Study Guide. 9
th
ed. USA: John Wiley Sons.Inc.
Kloppenborg,Timothy J.2009.Project Management : contemporary Approach. Canada: LEAP
Publishing Services,Inc.
Marchewka, Jack T. 2010. Information technology project management. 3
th
ed. Asia: John Wiley and Sons.
Moolee,Poramest . 2009. Analysis of the
Structure of a causal relationship model. Of factors that affect the leadership of
School administrator success. Ministry of
Education.PH.D. Thesis of Education Administration. Chulalongkorn University.
copy.
MoomJun, Jarun. . 2013. Director of Banna
School . Songkhla Primary Education Service Area Office 3. Interview,
December 12, 2013
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Noosanguan., Thaworn . 2014. Director of Ban ko
Suea School. Phatthalung Primary Education Service Area Office
2.
Interview, March 13, 2014.
Obradovitch,M.M. Stephanou S.E. 1990. Project Management : Risks and Productivity. Oregon:
Daniel Spencer Publishers. Packendorff, J. 1995, December.
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Journal of Management, 114, 319 - 334. Pisanboot, Supapron.
2007. Planning and Project Management. 6
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ed. Bangkok: Virateducation. Co.,Ltd
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the Project Management Body of Knowledge. 3
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ed. Newtown Square. PA: Project management institute.
Promshui, Somkhit. 2007. Technical
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ed. Nontaburee: Jatuporn Design.
Saiknit
, Rattana. 2009. Project Management
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Setapanit , Supalux. 2007. Development
management system Focused on the excellence of private education. Ministry of
Education.PH.D. Thesis of Education Administration. Chulalongkorn University.
copy.
Tiewtoy,Anan. 2008.Total Quality Management
:TQM model in Rajamangala University of technology
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of Education Administration .
Silpakorn Unversity . copy.
Tongsen ,Jitdee. 2013. Director of Ban Bang Muang
School. Phang Nga Primary Education Service Area Office. Interview, November
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Turner JR. 1997. The hand book of project based management. 2
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Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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A Study of the Unrest Situation in 3 Border Southern Provinces of Thailand and Applying
the Incidents to Creative art Works by the Secondary School Students in 3 Border
Southern Provinces
Woothi Wattanasin, Raweewan Chaumpluk
The purpose of this research is to study the unrest situation in 3 border southern provinces of Thailand and applying the
incidents to creative art works by the secondary school students in 3 border southern provinces. Researcher studied and analyzed the
works of art according to criticism theory of Jean A. Mitler. The populations of this research are 60 poster paintings in the title how
to make “ Peace in the South ” by the secondary school students in Pattani ,Yala and Narathivas from 4 January 2004, at
KhongpunPattana Camp 4, Krom LuangNarathiwasratchanakarin Camp, AmporJohhiroung, Narathiwas ,400 rifles 20 pistols and 2
machine guns were robbed. The violence unrest situation in three border southern provinces of Thailand, PattaniYala and Narathiwas,
such as ambush , stealthilying commits arson , bombs , rebellion ,and riot, happened every day, until now. The research finding
revealed that all of the secondary school students in 3 border southern provinces have different effected from of the unrest
situation in 3 border southern provinces of Thailand, expressed different issues in their works of art, according to their experiences
and their own opinions. The art composition of the most paintings are asymmetrical balance. The dominance of most paintings are
national Thai flags. Most of paintings are harmonious in cool tone and are of a good unity because harmonious of colors and forms.
The research finding also revealed that art works by the secondary school students in 3 border southern provinces believed that the rest
situation in 3 border southern provinces of Thailand will not occur in the near future if we have unity 51, respected in their own
religions 46 ,looking for peace.36, prestige of the King 24 and love ways of life in the south of Thailand 13 . And patriotic 11.
Corresponding author: wwoothibunga.pn.psu.ac.
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Application of Pressure Sensor for Measuring Particles Density
Nuttapol Thirawichitkun, Kheamrutai Thamaphat, Chutima OOpathump, Pichet Limsuwan
An experimental set for determining a density of granular solid or powder material without immersion of a sample in a liquid
was developed in this work. The experimental set composes of a glass syringe, glass jacket, and pressure sensor. The syringe
inserted inside the glass jacket was connected to the pressure sensor. In order to keep the temperature of air in the syringe to be constant,
water was flowed through a space between the syringe and jacket. For an isothermal process, the volume of the air in syringe can be
obtained from an output voltage of the sensor based on the state equation of ideal gas. In the experiment, a granular sample with
known mass was placed in syringe; the volume of sample is equal to the syringe volume minus the air volume in syringe. With known
mass and volume of the sample, the density of sample can be calculated. In this work, the density of household salt and the
suitable mass for determination of its density using this proposed technique were investigated. The results showed that the
appropriate mass was 14.49 g that yielded the density value of 2.153 gcm3 with an error of 0.7192 . It indicated that the experimental
set presented herein is a perfect tool for undergraduate and graduate physics teaching as well as industrial applications.
Corresponding author: s903607yahoo.com
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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Civic-mindedness in Students attending Intensive Secondary Schools: A Case Study of Songkhla Province, Thailand
Benjaporn Chinangkool
Prince of Songkhla University, Pattani Campus, Thailand e-mail: ben_rabhotmail.com
Asst.Prof.Dr.Ekkarin Sungtong
Prince of Songkla University, Pattani Campus, Thailand e-mail: blackovationhotmail.com
Abstract
This qualitative research aimed to 1 identify factors that impede civic-mindedness of students in
Songkhla province, 2 propose practical guidelines in promoting civic-mindedness of students in intensive
schools. Key informants in this study were aprincipal and 9 teachers from intensive schools. A purposeful
selection was employed to select sites and participants for the study. Research instruments were a semi-
structured interview protocol, related documents and the researcher as a key instrument. Data were
analyzed by using content analysis. This study found there were eight characteristic of civic-mindedness
including student discipline, responsibility, savings, respect to rights, respect to opinions of others, team
working, logical thinking , and realistic and conflict resolution. The study revealed that there were
different factors that hindered students’ public- mindedness of intensive schools such as mass
communication, family and politics. Practical guidelines in strengthening the civic-mindedness of
students were introduced such as content integration of civic- mindedness in school curriculum, knowledge
of civic-mindedness and citizenship, practical skills provided in the curriculum and social skills promotion
through doing public minded activities with peers and others were also necessary.
Keywords: Civic-Mindedness, Intensive school
Introduction
As a result of globalization, science and information technology, the world has been changing
rapidly. This has increased the mutual dependence between countries, making it more and more
necessary for people to communicate with each other, cooperate, and solve problems together. Global social
networks are full of information. People need to think, analyze, evaluate and make decisions quickly in order
to understand up-to-date news in a complex global society.
These factors also boost economic competition, trade and international industry. This has
inspired many countries to reform their education systems and the quality of education management to
make them suitable for the 21st century increase their potential to compete on the world stage. The countries
that will be able to survive and maintain their competitive advantage are those with the power of
knowledge and social learning. In addition, society is now faced with the problems of resource depletion
and environmental degradation, which has a strong effect on people’s lives. Thus, those who live in this
new era have to face many challenges. People ought to be aware that the future will bring new phenomena
beyond their expectations. To face these challenges, every country needs a population with the skills and
ability to adjust to the new world and achieve peace, quality of life, and self-sufficiency.
Using these concepts, the Ministry of Education is focusing on the importance of
citizenship, as can be seen in the Eleventh National Economic and Social Development Plan B.E. 2555 –
2559 A.D. 2012 – 2016. The objective of this plan is to build the potential of all Thais based on a holistic
approach that fosters physical, mental, intellectual, emotional, ethical and moral development through
social institutions and by respecting the king Office of the Education Council, 2012. The basic
curriculum is being reformed to provide a framework for development of national youth in the 21st century
that focuses on promoting Thai and universal morality, love of being Thai, the ability to think and
solve problems, knowledge of technology, creativity, the ability to communicate, life skills, and the ability
to work with other people and to cooperate.
The Ministry of Education has employed innovation in education management to create schools
of a world-class standard, with world-class education management quality, development in activities
management with regard to both learning and teaching, and a focus on the development of
cosmopolitanism and skills, knowledge, and abilities to the same degree as countries with high-quality
education Office of the Basic Education Commission , 2013.
Hatyaiwittayalai School is one of 500 world- class standard schools and one of nine intensive
model schools in Songkhla Province. This province is a center of economics, trade, politics, and education
in the South of Thailand. Economic, political, and cultural changes in the province have resulted in a
growing level of exploitation, selfishness, lack of
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integrity, and lack of discipline and lack of accountability to self and society. This has resulted in
social problems such as crime, drug use, theft, and smuggling. These problems are also reflected in
young people who favor material values, lack religious faith and practice, discipline and social
ethics.
To address these problems, the researcher intends to study the civic-mindedness of students in
an intensive secondary school. The outcome of this research takes the form of guidelines for education
management in how the quality of students may be developed in the 21st century.
The research questions 1. What factors are obstacles to civic-
mindedness in students attending intensive secondary schools?
2. How can intensive secondary schools develop guidelines and suggestion for promoting
civic-mindedness in students?
Research objectives 1. To study factors that promote and impede
the development of civic-mindedness in students attending intensive secondary schools.
2. To suggest guidelines for promoting civic- mindedness in students attending intensive secondary
schools.
Definition of terms
1. Civic-mindedness refers to b ehavior that
shows recognition of, responsibility for, and the desire to benefit society.
2. An intensive secondary school is an educational institution that has developed curriculum
activities for learning and teaching and education management to achieve a high-quality system that
focuses on preparing learners for citizenship, and imparting the skills, abilities, knowledge and
desirable characteristics in line with international or national standards of high-quality education.
Civic-mindedness
Civic-mindedness is a moral attribute concerned with public virtue and an awareness of
human interdependence. Civic-mindedness plays a vital role in motivating human thought and behaviors
that is essential for the accomplishments of humankind, which cannot be achieved solely by
individual efforts. Jareonmueng, S. 2008 contends that the nature of citizenship in a democratic society is
universal and requires the following elements: 1. The knowledge, education and ability to understand
one’s own society and the world 2. The ability to work together with other people and
take responsibility for one’s work and that of others 3. Understanding, recognition, and patience with
cultural differences 4. The ability to think critically and rationally
5. Willingness to resolve conflict in a peaceful and non-violent manner
6. Willingness to change one’s lifestyle and dietary habits to protect the environment
7. The ability to understand and protect human rights 8. Willingness and ability to participate in politics at
the local, national and international level Cogan 1997 in Tuntisuntorn 2009; the foundation of democracy
is a strong sense of democratic citizenship.
Research Methodology
This research project employed a qualitative research to study factors that impede and promote the
development of civic-mindedness in students attending intensive secondary schools and thereby
develop guidelines for promoting civic-mindedness in these students. The research methodology comprises
the following elements:
Research design The case study method was applied for
research designed to understand social situations and contexts Bogdan Biklen, 2003 in Sangthaawng
2008 .
For this project on the topic of “Civic- mindedness in students attending intensive secondary
schools: A case study of Songkhla Province, Thailand”, the case study method was applied to
identify similarities and differences in the factors and issues that relate to the research objective.
Research Participants The research participants comprise ten
teachers at an intensive secondary school in Songkhla. These participants were selected because of their
potential as sources of information and insight concerning gender differences, education level and
work experiences. The selection of participants involved purposeful selection Law, et al., 1998.
Purposive sampling was deliberately chosen as a method of obtain relevant information given the
framework of the research project. The following criteria applied to participant selection:
Participants must teach at the secondary intensive school.
Participants must provide research information for the study voluntarily
All participants are referred to only by pseudonyms in the reporting of this research. This is
necessary to keep the information and personal perspectives that they provide confidential. Respect
for the confidentiality of sensitive information is regarded as a key ethical value in qualitative research
Fraenkel Wallen, 2006.
Research Tools The following research tools were employed
in this research project: Relevant information regarding national
education policies, citizenship, guidelines for studying and teaching at schools that follow a universal
standard, and any research into or guidelines for civic- mindedness in students in secondary intensive
schools.
The researcher can be considered as a key instrument in such a qualitative research project
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Glesne, 1999; Podhisita , 2006 because the researcher interacts directly with the circumstances
and context of the research, engaging in data collection, data analysis, and theory-building to create
insights and generate inferences relevant to the research.
A key research tool for data collection is the semi-structured interview protocol for in-depth
interviews with participants. The credibility of this protocol and the quality of the research has been
judged by three education professionals with knowledge of citizenship education to check the
suitability of questions and objectives.
Data collection equipment such as a tape recorder, pens and notebooks.
Data collection: The data collection technique used in this
research project was face-to-face in-depth interviews lasting from 80 to 120 minutes each. This is the
optimum time period to enable the researcher to obtain information relevant to the research objectives.
The participants, from Hatyaiwittayalai school, provided information on policies, the national
education system, citizenship and civic-mindedness, and guidelines for teaching and learning management
at intensive schools.
Data Analysis The data analysis technique used in this
research project is content analysis. This implies synthesizing all information from participants to
provide a basis for typological analysis, which involves organizing the information into categories or
genres.
The principles of this data analysis technique involve drawing inferences that identify relationships
between more than two variables in the data obtained from the case study or primary source. In doing so, it
avoids excessive complexity and only uses data obtained during the research project to reach
conclusions Jantawanit, S., 2012-2013. Analysis of the data involved several steps:
Data entry and storage – interviews were transcribed verbatim from interview recordings and
stored in computer files to facilitate analysis. However, the researcher did not use a specially-
designed computer program to facilitate analysis.
A separate step involving creative quantitative information by counting terms or concepts appearing
in the interview data. This required care in checking the original data for words that appear many times in
data obtained from all interviews. These numbers can result from many people using a term or just one
using the term many times. This process can facilitate accurate interpretation of the data obtained from the
interviews Bprasitrattasin, S., 2004.
A comparison of the data to identify similarities in the responses of interview participants
involving matching interviewee responses in pairs. The scope of the comparison was then expanded by
examining further interview transcripts. This assisted the researcher to combine sub conclusions into
conclusions that are larger in scope and generality Jantawanit, S., 2012-2013.
Ensuring accuracy of the data and analysis
The research aims for creditability Lincoln and Guba, 1985 in Sangthaawng, 2008 with regard
to the data collected from the research and the analysis process by applying good qualitative research
practices. These include:
1. The researcher ensures a prolonged engagement in the field: that is, the relevant
community, through informal and formal contacts to build rapport with research participants both before
and during the interview. This enhances the usefulness and reliability of qualitative data.
2. The researcher engages in exchanges and peer debriefing with other researchers to discuss the
suitability and accuracy of research methods and practices Schwandt, 1997. Undertaking this research
project benefits from guidelines and perspectives regarding qualitative research from peers, especially
regarding the design of research and data analysis, although it can apply to all stages of the research
process, before, during and after the interviews.
3. The research applies triangulation of data collected from different sources to enhance reliability
of analysis Denzin, 1988; Seale 19990. In this research project, this involved combining interviews
with information obtained from government sources. Checking and rechecking data is necessary to ensure
reliability.
The researcher applies techniques to build rapport with participants from the beginning of the
research process. These include coordinating with participants to explain the objectives and importance
of the research, introducing oneself to participants to build familiarity and trust, which enhance the
accuracy and reliability of data Patton, 2002.
Finding
The outcomes of the case study of civic- mindedness in students attending Hatyaiwittayalai
School in Songkhla Province are as follows: 1. General characteristics of the sample
of a total of ten participants interviewed, five are male and and five female, four have graduated from a
bachelor degree, five with a master’s degree and one with a doctorate. Two or three participants have
approximately thirty years of teaching experience.
2. Factors that impede and promote civic- mindedness in students attending intensive secondary
schools. This research identified four key factors: 2.1 The family
Several of the participants commented that the family plays a key role in the development of
civic-mindedness through the family environment and through behaviour and attitudes, which are imitated
by the child. One teacher stated:
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“The family has to teach their children first because we believe that discipline starts with the family”.
Teacher 5 Similarly, teacher 6 states: “Child behavior comes
from the foundation of the family and community environment that they live in”.
2.2 Educational institution Schools provide a key environment for
children that can improve their understanding of how to live as a member of a community. Teachers do not
merely teach students how to read and write, but also pass on their knowledge and experience to their
students. For example: “The school is an institution that instils discipline and
good habits in children..because we teachers can have a good influence on children. This plays a vital
role in their future life”. Teacher 3 Similarities, teacher 6 comments: “Activities inside
and outside class provide the best direct experience to prepare children for their future”. Another teacher
Teacher 8 contends: “social rules governing behavior both inside and outside schools need to be
followed in both thought and performance”. This teacher gave the examples of using pedestrian bridges
to cross the road and observing speed limits. A further example of this attitude is the comment of Teacher 9:
“teaching children to think about each other is important for their future”.
2.3 Mass media Participants identified mass media as a key
influence on values and beliefs, contending that people tend to trust mass media and imitate the
behaviour depicted by the media. For example, teacher 3 contends: “Mass advertising is a tool that
persuades children to buy products whether they have a good reason for buying it or not”. Another teacher
noted that “Children like to go 7 eleven more than twice a day - I think this is the fashion” Teacher 8.
A similar comment was made by Teacher 10: “Children will buy the products they want because of
their exposure to advertising in mass media”.
2.4 Exposing students to political processes The practice of providing opportunities for
children to take part in school administration has a positive impact on children, motivating them to take
interest in the role of democracy as well as developing their personality and comportment. For example,
“The selection of school administration and other activities ... I think this follows the tradition of older
people teaching younger people” Teacher 2. A similar comment was: “All children would listen
and open their minds more if they had new opportunities to explain situations” Teacher 4.
Creating new guidelines for developing civic-mindedness in students attending intensive
secondary schools. The research found that creating policies
and new curricula that focuses on action learning involving the community would be a positive step, but
that this also require training students. Teacher 1, for example, stated that “Training students is very
important”. Another example of this view is provided by Teacher 2: “citizenship is cultivated by beginning
to behave differently and continuing this behaviour regularly until it becomes a good habit. In doing so,
training and doing activities with others is very important”. Another similar comment is that of
Teacher 3: “everyone needs discuss and share their thinking with others and then put their ideas into
practice” Teacher 3. Further examples: “Action learning and doing activities should be added to the
curriculum” Teacher 4; and “Both expert direction and performance are important” Teacher 5; “civic
mindedness institutions in school motivate students to achieve the same standard” Teacher 6; “Intensive
schools need to have politics as a subject in the curriculum” Teacher 8; and the “family plays a
vital role for children.. from birth until death” Teacher 10.
Discussion
1 This research identified four key elements that play a vital role in impeding or promoting civic-
mindedness in intensive secondary school students: the institution of the family; educational
institutionsschools; mass media; and political institutions.
Nopaket, S. 2008 identifies seven key elements influencing the development of civic-mindedness:
1. Government
2. Parliament
3. mass media
4. The provision of mass education
5. Political parties
6. The promotion of knowledge about
politics by the Election Commission 7.
Academic institutions Similarly, Tuntisuntorn, T. 2012 contends
that sufficient support from government, educational institutions, mass media and family is a key factor in
the promotion of democracy. The main forces encouraging civic-mindedness among secondary
students, however, are the family and the school; everything else begins from that starting point.
Sawatdee, et al. 2010 contend that educational institutions must take seriously their role in imparting
values, attitudes, knowledge, and skills and in cultivating a sense of the duty to respect the norms of
interaction, to know how to make decisions, respect the rights of others, and make life-long learning a
habit. Educational institutions play a vital role in developing civic-mindedness in students through
learning and project management activities and in encouraging learners to exhibit behaviour appropriate
for a citizen of a democracy.
2. This research project resulted in the development of the following new guidelines to
promote civic-mindedness in students attending intensive secondary schools:
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Put policies into practice to continuously plan ways to promote civic-mindedness in the
curriculum, activities, training including steps to ensure control, follow-up and evaluation so that
projects reach a common standard. It is necessary to encourage people to systematically prepare
themselves for lifelong citizenship by cultivating values through practice, performance, and communal
activities relevant to democracy through the process of education, mass media, and political participation.
Kamsrichan, W. 2011 identifies a need for social research to provide more information regarding the
knowledge, skills, behaviour, moral qualities and ethical attitudes required to be a citizen of society as a
guideline for citizens in working together as a community, and regarding the cultural activities that
provide the foundation of knowledge, attainment, social ideals, and democracy-building in the family.
Niruntawee, S. 2005 suggests useful guidelines for build civic-mindedness in the community:
development of appropriate policy, incorporating the study of citizenship into the curriculum of education
institutions, and changing the social and political environment in ways that promote civic-mindedness.
Niruntawee, S. 2005 contends that this is the responsibility of every citizen.
Recommendations
1. Recommendations for making use of the research outcomes:
