The Lessons from the Experience of Educational Risk Management of Thai Government University

Abstract

The objectives of this research were to 1. To study the situations of risk and 2.to study the lessons from the experience of educational risk management of Thai government university. The research was qualitative method and studied in the form of phenomenology methodology. The data collected from the key informants: the experience faculty executives and the others related to the university management by using the In-depth Interview and the Narrative analysis, and data analyzed by applying the Content Analysis with the literature reviews in order to explain the occurrence. The results found that the risk of educational management in the case study came from emulating the private management approach, especially the new born faculties that must stand by their own money when they went to the privatization faculty status, under the government regulations. The emphasis of commercialization pushed them to create the make money curriculums but leave the academic efficiency and ethic development in personal, management system, budgeting and educational facility context. Instead of paying attention to the mission of academic public services to the community but the faculty executive then aimed to generate the marketing competition climate to promote themselves. For the lessons from the experience of educational risk management of Thai government university, it showed that the executive tried to solve the current problem, the visions for educational development was not clear, the strategic policy was dominated by the leader without the community participation and monitoring because of not acceptance by people. And finally the main obstruction was the lack of internal cooperation and coordination, including having the poor supervision from the central management for setting the educational policy to the same goal direction.



Author Information
Taninrat Rattanapongpinyo, Silpakorn University, Thailand

Paper Information
Conference: ACSET2013
Stream: Education

This paper is part of the ACSET2013 Conference Proceedings (View)
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