Development of an Online Business Management Training Course for New Entrepreneurs in the Metropolitan Area
Article Sidebar
Main Article Content
Abstract
This Article aimed to 1) study the guidelines for curriculum development, 2) develop a training course, 3)study the results of using it to develop a training course; and 4) summarize and extract lessons learned from using it to develop a training course; and the research process is a research and development process with 6 steps as follows: Step 1: Study of curriculum development guidelines; Step 2: Development of training curriculum; Step 3: Study of the results of implementing the training curriculum (Cycle 1); Step 4: Summarizing and extracting lessons (Cycle 1); Step 5: Study of the results of implementing the training curriculum (Cycle 2); Step 6: Summarizing and extracting lessons for use (Cycle 2). The population and sample consisted of 370 new business entrepreneurs, using the accidental sampling method, using a questionnaire, and interview informants, including 11 successful online business entrepreneurs, online business development experts, and teachers, using an interview form. The statistics used in the research are mean, standard deviation, t-test, and test statistics, GFI, AGFI, RMSEA, SRMR, and CN. In addition, the reliability of the measurement was checked by considering the prediction coefficient. The research results were found as follows; 1) Guidelines for developing an online business management course for new entrepreneurs in the metropolitan area found that the components of the training course consisted of course objectives, subject content, experience management, curriculum implementation process, and evaluation. The components of the curriculum development process consisted of analyzing basic data and problems, selecting content, designing the course, teaching and learning activities, and evaluating and improving. 2) The results of developing an online business management training course for new entrepreneurs in the metropolitan area consisted of an explanation, the structure of the training course, learning units, and organizing 5-step learning activities, and evaluation guidelines. The course was of the highest quality after passing the expert certification. 3) Knowledge and understanding of online business management after training was higher than before training at a statistical significance level of 0.05, and the results of evaluating online business management design skills had a moderate overall average. 4) The results of summarizing lessons learned from using the online business management training course for new entrepreneurs in the metropolitan area showed satisfaction with the use of the training course. Overall, the overall satisfaction was at a high level. Lessons learned from the context of using the course, the development of components, and the process were appropriate for the development context. In terms of input factors, the training course met the needs and details that helped develop skills according to the course goals. In terms of the process of using the course, the training process was a step that helped create experiences according to the training course goals. And in terms of outputs Gain knowledge and skills in designing online businesses that can be applied to your career.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Boonsiripant, A. (2021). Hands-on learning and business skills for entrepreneurs: A holistic approach. Journal of Professional Education and Training, 14(2), 215–230.
Chot, B. (2015). Management techniques. Chulalongkorn University Press.
Dessler, G. (1999). Essentials of human resource management. Prentice-Hall.
Dutta, I. (2020). The global impact of online resources in business management. International Journal of Trend in Scientific Research and Development (IJTSRD), 4(5), 805–807.
Exim Thailand. (2017). Staying ahead in the trade game. Exim Thailand E-New, 12(6), June 2017.
Exim Thailand. (2020). Staying ahead in the trade game. Exim Thailand E-New, 15(9), September 2020.
Finniss, R. (2003). How do you define success? Administrative Assistant's Update.
Fullan, M. (2007). The new meaning of educational change. Teachers College Press.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Mintari, S., Handayani, S., Rachmawati, D., Munjin, A. N., & Yusof, H. B. M. (2021). Analysis of online business management during COVID-19 pandemic. Advances in Economics, Business and Management Research, 179, 453–457.
Office of the National Economic and Social Development Council. (2023). The 13th National Economic and Social Development Plan (2023–2027).
Orathai, Y. S. (2021). The development of a training curriculum to enhance new entrepreneurs in the comprehensive vocational incubator center [Doctoral dissertation, Burapha University].
Raul, G., Abbas, Q., Dogar, H., Nasreen, S., Hasan, S., & Lodhi, K. (2024). The impact of online business courses on student performance. Bulletin of Business and Economics, 12(3), 677–682.
Sereepitchaya, S. (2022). The development of a training curriculum to enhance managerial competencies for entry-level executives of public utility state enterprises. Western University Journal of Research: Humanities and Social Science, 8(1), 1–15.
Sitthipon, A. (2014). The development of teacher training curriculum on learning. Social and Behavioral Sciences, 116,939-945.
Taba, H. (2010). Curriculum development: Theory and practice. Harcourt Brace.
Tungkasamita, A., & Junpeng, P. (2012). The development of authentic assessment training curriculum for research-based learning class in higher education of Thailand. Procedia Social and Behavioral Sciences, 69, 1168–1173.
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago Press.
Varin, A. (2004). Manual for creating and using training games (3rd ed.). Suviriyasarn.
