Development of a Train the Trainer Curriculum for Corruption Prevention and Morality and Ethics Promotion at King Mongut’s University of Technology North Bangkok

Abstract

The purpose of this research were as follows: 1) to investigate the condition and needs of assessment for a train-the-trainer curriculum for corruption prevention; 2) to develop the training courses for a train-the-trainer curriculum for corruption prevention; and 3) to evaluate the propriety of a train-the-trainer curriculum for corruption prevention. The study employed research and development method by using both qualitative and quantitative approaches. The obtained data were presented based on the research objectives in the following three phases: 1) to investigate the condition and needs of assessment for a train-the-trainer curriculum for corruption prevention. The sample group was 24 executives responsible for corruption prevention and 48 executives and personnel responsible for corruption prevention activities. The research tool used for collecting data was a questionnaire. The obtained data were analyzed by percentage, mean, standard deviation (S.D.), Priority Needs Index (PNI) Modified and Index of item objective congruence (IOC). According to the findings, the university does not have a trainer training course and would be interested in one if one is available. Specifically, academic staff and university executives responsible for staff supervision should be the trainers. The suitable training program would be a five-day workshop during a university break. In addition, it was found that the importance of both general training and training specific to trainers who can guide society toward one with zero tolerance for corruption from the Office of the National Anti-Corruption Commission (NACC) was at a high level or above. Therefore, both training categories were essential for curriculum development. Moreover, knowledge and skill necessity ranking results showed that the difference between necessity ranking indices of both training categories was negligible. In other words, both training categories were equally crucial for curriculum development. Second, studies on the necessity of training, career path analysis, topic analysis, and curriculum component relation analysis were used in curriculum development, which covered the design of all topics and contents. It revealed that eight training kits from three specific subject issues were sufficient. Each training kit included a training plan, behavioral objectives, contents, tests, test solutions, and instructional media. Third, the evaluation of the curriculum appropriateness revealed that the suitability of this curriculum was at the highest level. In addition, all curriculum components fit well together and can be used in future training.