Administration academic (English) ของนางสาวสิรภัค สุขมณี

1. Development of Effective Academic Affairs Administration System in Thai Primary Schools

Thongnoi, Niratchakorn; Srisa-ard, Boonchom; Sri-ampai, Anan

International Education Studies, v6 n10 p139-149 2013

This research aimed to: 1) study current situations and problems of academic affairs administration system in Primary Schools. 2) develop an effective academic affairs administration system, and 3) evaluate the implementation of the developed system in the primary school, Thailand. Research and Development (R&D) was employed which consisted of the analysis of the current states and problems of the academic affairs administration system in primary schools, designing and verification of the developed system by experts, and implementation and evaluation of the developed system. The survey was used to analyze the current states and problems by 750 respondents as the samples, including school administrators and heads of academic affairs. The developed system was verified by nine experts. The developed system implementation was evaluated and informed by eleven school administrators and teachers. The research instruments included: questionnaires, evaluation form, semi-structured interview form, and school record form. The results showed that current situations of Thai primary schools academic affairs administration system, the practices were at high level, and the problems were at moderate level. The developed academic affairs administration system consisted four main aspects and among those there were nineteen components; the input aspect was comprised of six components, the process aspect comprised of eight components, the output aspect comprised of three components and the feedback comprised of two components. The usage of developed academic affairs administration system could significantly improve the students' quality in higher level. In addition, administrators and teachers had satisfaction in system use.

Descriptors: Foreign Countries, Elementary Schools, School Administration, Mixed Methods Research, Surveys, Administrators, Elementary School Teachers, Program Evaluation, Questionnaires, Semi Structured Interviews, Administrative Organization, Program Effectiveness

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2.Academic Affairs and Student Affairs Partnerships Promoting Diversity Initiatives on Campus: A Grounded Theory

LePeau, Lucy Anne

ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park

Higher education research suggests student affairs and academic affairs partner to address challenges on campus, such as building inclusive environments for diverse students and staff, but evidence about "how" partnerships form is lacking in the literature. The purpose of this constructivist grounded theory was to understand "how" the process of forming academic affairs and student affairs partnerships about diversity initiatives developed with educators involved in a national Project launched by the Association of American Colleges and Universities in the 1990s. The American Commitments Project was designed to encourage educators to center tenets related to diversity in the curriculum and co-curriculum. Research questions included: (a) what can be learned from educators, from both student affairs and academic affairs, about how to formulate partnerships; (b) how do educators involved in these partnerships own perceptions of their multiple identities influence their work implementing diversity initiatives; and (c) how, if at all, has involvement in American Commitments currently shaped the way(s) educators create partnerships? The sample included 18 diverse educators originally involved in the Project on four campuses. Data sources included in depth interviews with participants, campus visits, and institutional archived materials from the Project. After following data analysis procedures consistent with constructivist grounded theory methods, the theory, a "Cycle of Making Continuous Commitments to Diversity and Inclusion," emerged. The core category, "making commitments," is the root of the "cycle" and how commitments are made moves the "cycle" from sequence to sequence. "Issues of exclusion brewing" on each campus due to racism and other "isms" initiated the "cycle". The subsequent four key categories reflected the considerations and actions educators made leading to partnerships for the purpose of implementing diversity initiatives. Three "pathways to partnership" characterized the type of partnerships: "complementary, coordinated, and pervasive". The pathway employed lead to campus specific "outcomes" related to diversity and inclusion. The nature of the "cycle" is iterative meaning that educators must repeat the sequences of the "cycle" to address current "issues of exclusion" on the campus. The findings offer implications for campus educators who desire to form partnerships for the purpose of diversity initiatives and for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Descriptors: Student Personnel Services, Academic Support Services, Partnerships in Education, Constructivism (Learning), Grounded Theory, Diversity (Institutional), Educational Policy, School Policy, Inclusion, Data Analysis

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Publication Type: Dissertations/Theses - Doctoral Dissertations

Education Level: Higher Education; Postsecondary Education

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Language: English

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3.What Institutional Websites Reveal about Diversity-Related Partnerships between Academic and Student Affairs

LePeau, Lucy A.; Hurtado, Sarah S.; Davis, Ryan J.

Innovative Higher Education, v43 n2 p125-142 Apr 2018

Little is understood about how campus educators within Academic Affairs and Student Affairs use institutional websites to articulate what their institutional commitments to diversity, inclusion, and social justice are and how they are enacted. Through an exploratory content analysis using LePeau's (2015) framework on pathways to partnership (i.e., complementary, coordinated, and pervasive) to address diversity, inclusion, and social justice aims, we examined 23 institutional websites to determine what types of Academic Affairs and Student Affairs partnerships institutions employed. Findings revealed predominantly complementary partnerships, which means maintaining the distinct cultures of Academic Affairs and Student Affairs in diversity, inclusion, and social justice efforts.

Descriptors: Student Personnel Services, Web Sites, Colleges, Cultural Differences, Inclusion, Social Justice, Content Analysis, Partnerships in Education, College Administration, Academic Education

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Publication Type: Journal Articles; Reports - Research

Education Level: Higher Education

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Language: English

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