Paradigm Shift of Change Management in the 21st Century to Sustainable Educational Organization | Chapter 9 | Progress in Language, Literature and Education Research Vol. 2

 The rise of change management in educational institutions in the 21st century has raised the need to complying paradigm shift in leaders’ view on setting the goals, responsibilities and objectives towards the productive achievement of the organization's aims, this chapter sheds lights on the paradigm shift of change administration aiming to bring about a tenable educational organization by way of a mixed method research design in what way the data collection extracts the change factors which involve leading the arranging with vision for change, clever organization management for change, results-base administration for change, knowledge management and work force focus for change, creating organizational profit of quality for change and sustainable instructional organization. These factors give reason for the relevance of this unit as it adds knowledge in administrative change management established empirical data accompanying significant impact on tenable educational organization and the main implications will directly and obliquely influence the implementation of education tactics, organization change, organization civilization, knowledge sharing memory, excellent organization to tenable educational institution.

Author(s) Details:

Jedaman, P.,
Rajabhat Maha Sara Kham University, Thailand.

Singma, S.,
Khon Kaen University, Thailand.

Srichaiwong, P.,
Northeastern University, Thailand.

Kenaphoom, S.,
Rajabhat Maha Sara Kham University, Thailand.

Please see the link here: https://stm.bookpi.org/PLLER-V2/article/view/12698

The “New Competency Challenges for Journalism and Communication Transformation in Thailand under the Disruption of Digital Technology in the 21st Century” | Chapter 6 | Recent Trends in Arts and Social Studies Vol. 5

“New Competency Challenges for Journalism and Communication Transformation in Thailand under the Disruption of Digital Technology in the 21st Century” aims to study 1) the relevant current situation, and 2) the future demands relevant to competency development in Jounalism & Communication in Thailand.  Mix methods are quantitative research with e-questionaire among  48 academia and qualitative research by Focus Group Discussion among 10 stakeholders from all levels.  The digital competencies framework offers a map for students to reflect on their skills, build skills based on their interests, and practice articulating their competencies to different audiences.

The overall results were in line with the needs of the digital disruption, which are driving journalists to develop skills in digital multimedia, digital multitasking, or mastering with digital media capacity, i.e. handling information using cutting-edge digital technologies. Thus, journalism and communication education in the current digital era must be agilely incorporated into the ecosystem of digital technology, including humanism, digital media, and other relevant educational pedagogies.  

Author(s) Details:

Kamolrat Intaratat,

School of Communication Arts, International Program ASEAN Communication, The Research Center of Communication and Development Knowledge Management (CCDKM), Sukhothai Thammathirat Open University (STOU), Nonthaburi, Thailand.

Please see the link here: https://stm.bookpi.org/RTASS-V5/article/view/11372

Educational Management Strategies in the 21st Century towards Sustainable Thai’s Basic Education, Thailand | Chapter 9 | Research Highlights in Language, Literature and Education Vol. 3

 Strategy is the smart plan that maybe implemented to achieve aim. This is presented to educational administration strategies in the 21st century towards tenable Thai’s basic education, Thailand countryside, especially, the school directors and coaches of landscape to characterize the affair under study, the methods of article review, in- depth interview with key informers, and survey by the questionnaire accompanying the samples to data. Educational management policies in the 21st century include the instructional leadership, creating the instructional capacities, creating the effectiveness of human resources, creating the instructional equality, participations based on cooperation, creating the knowledge of all-encompassing citizenship, creating the mathematical citizenship, networking, relatedness, and  true assessment. CFA to presented that the factors to consistent accompanying the empirical data to meaningful towards sustainable Thai’s basic instruction. In this way of results based management process as guidance, management, strategic preparation, knowledge management, concentrating student development, ambition, information system for efficiency monitoring, learning surroundings, and results to effectiveness.

Author(s) Details:

P. Jedaman,
Rajabhat Mahasarakham University, Thailand.

K. Kasorn,
Chiang Rai Rajabhat University, Thailand.

B. Jongmuanwai,
Nakhonratchasema Rajabhat University, Thailand.

Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9744