The Approaches for Faculty Teaching Development in Higher Education Institutions under the Ministry of Higher Education, Science, Research and Innovation Based on the Thailand Professional Standards Framework (Thailand PSF)
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Abstract
The objectives of this research were to: 1) study the process of developing teaching faculty in higher education institutions, 2) develop a framework for enhancing teaching faculty development in higher education institutions, and 3) evaluate the proposed development framework. This mixed-methods research was conducted in three phases. Phase 1 involved qualitative research through in-depth interviews with 8 key informants to analyze the current faculty development processes in higher education institutions. Phase 2 applied quantitative research using a questionnaire with 400 faculty members from higher education institutions across Thailand. Phase 3 involved evaluation through a focus group discussion with 8 experts and the use of a quality assessment form for the teaching faculty development framework.
The research results indicated the following findings that 1) faculty development in higher education is conducted systematically, including training, seminars, lifelong learning promotion, mentoring systems, and development aligned with professional standards frameworks. Institutions have established dedicated units to support teaching development and foster national and international knowledge-sharing networks. 2) the development of a framework for teaching faculty revealed that the expectation level for professional development was at the highest level (mean 4.64, S.D. = .050), while the actual condition was at a high level (mean= 4.10, S.D. = .073), with a PNImodified index of 0.131. The most significant development need was found in the area of values, followed by competencies and knowledge, respectively. The researcher synthesized the development framework into three main dimensions: 1. strengthening academic competencies, 2. establishing support mechanisms and learning networks for faculty development, and 3. focusing on the qualitative outcomes of professional development. And 3) Evaluation of the framework by experts across four dimensions—Utility, Accuracy, Propriety, and Feasibility, and indicated a high level of quality. Furthermore, the framework was divided into three sets tailored to specific institutional contexts: public universities, Rajabhat and Rajamangala universities, and private universities, reflecting the principle of context-based development. The developed framework serves as a practical tool to elevate teaching faculty toward becoming professional educators in line with the Thailand PSF.
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