Research-University Governance in Thailand: The Case of Chulalongkorn University

Autor/in	Rungfamai, Kreangchai
Titel	Research-University Governance in Thailand: The Case of Chulalongkorn University
Quelle	In: Higher Education: The International Journal of Higher Education Research, 74 (2017) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-016-0024-x
Schlagwörter	Governance; Research Universities; Foreign Countries; Higher Education; Educational Change; International Education; Interviews; Observation; Incentives; Educational Finance; Public Agencies; Public Officials; Organizations (Groups); Administrator Attitudes; College Faculty; Teacher Attitudes; Administrative Organization; College Administration; Qualitative Research; Guidelines; Case Studies; Thailand + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Forschungseinrichtung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Internationale Erziehung; Interviewing; Interviewtechnik; Beobachtung; Anreiz; Bildungsfonds; Öffentliche Einrichtung; Fakultät; Lehrerverhalten; College administrators; Hochschulverwaltung; Qualitative Forschung; Richtlinien; Case study; Fallstudie; Case Study
Abstract	This specific case of Chulalongkorn University (CU), Thailand, is useful to readers who are interested in comparative aspect of the experiences of research universities in the South East Asian context. This paper aims to provide a description of the environments, changes, and university stakeholders' perceptions in terms of governance arrangements when CU envisioned itself to be a comprehensive public university geared towards becoming a research-oriented university, and in line with national and international changes in the higher education landscape. The analysis framework of the institutional university governance is examined through three dimensions: (1) context-underpinning factors; (2) incentive arrangements and funding; and (3) monitoring and oversight mechanisms. The study adopted a qualitative approach, which was based on three methods of data collection: document analysis, interviews, and observations. There were 33 interviews conducted in the study. The 33 research participants could be categorized into 5 main groups: (1) 6 senior officials from governmental agencies and independent organizations; (2) 2 junior officials working for the Office of the Higher Education Commission; (3) 16 top executives of different faculties and the central administration from CU; (4) 8 academics from different faculties of CU; and (5) 1 graduate student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01