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ทมา: ดดแปลงจาก Descriptors Defining Levels in the European Qualifications Framework (EQF), Recommendation of the European Parliament and the Council, 23 April 2008.
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ข. การพฒนากรอบมาตรฐานคณวฒของเครอรฐออสเตรเลย (Australian National Framework of Qualifications)
ป 2547 ผทรงคณวฒของไทยและผเชยวชาญจากออสเตรเลยรวมกนจดทา Draft for Consultation:National Qualifications Framework for Higher Education in Thailand และDiscussion Paper: The Development of Higher Education Qualifications Framework for Thailandคณะกรรมการอานวยการจดทากรอบมาตรฐานคณวฒ และผเชยวชาญจากออสเตรเลยรวมกนพจารณาDraft for Consultation และใหขอเสนอแนะในการปรบปรงแกไขใหเหมาะสมกบประเทศไทยผทรงคณวฒของไทยและผเชยวชาญจากออสเตรเลยไดปรบปรงเอกสารแลวเสนอตอคณะอนกรรมการจดทากรอบมาตรฐานคณวฒของประเทศไทยอกครงหนง และนาไปหารอกบผอานวยการ สานกงานรบรองมาตรฐานและประเมนคณภาพการศกษา (ศ.สมหวง พธยานวฒน) และประธานคณะกรรมการการอดมศกษา (ศ.พจน สะเพยรชย) และนาขอแนะนาไปปรบปรงแกไขเอกสาร 2 ฉบบดงกลาวใหสมบรณยงขนสานกงานคณะกรรมการการอดมศกษา เชญผแทนผบรหารและคณาจารยจากสถาบนอดมศกษา 50 แหง รวมประชมประชาพจารณ ใหความเหนและขอเสนอแนะตอ Draft for Consultation: National Qualifications Framework for Higher Education in Thailand
(5) ดานทกษะการวเคราะหเชงตวเลข การสอสาร และการใชเทคโนโลยสารสนเทศ (Numerical Analysis, Communication and Information Technology Skills) หมายถงความสามารถในการวเคราะหเชงตวเลข ความสามารถในการใชเทคนคทางคณตศาสตรและสถตความสามารถในการสอสารทงการพด การเขยน และการใชเทคโนโลยสารสนเทศ
หลกสตรทางรฐประศาสนศาสตรและนโยบายสาธารณะ 1.หลกสตร Master in Public Policy (MPP) 2.หลกสตร Master in PublicAdministration (MPA) 3.หลกสตร Public Administration
1 Lee Kuan Yew School of Public Policy, National University of Singapore.“Programmes Master in Public
Policy”. [ออนไลน].เขาถงไดจาก http://www.spp.nus.edu.sg/home.aspx สบคน 16 พฤศจกายน 2554. Public Policy School, University of Tokyo. “Master in Public Policy , International Program
School of Government, University of Beijing. “Master Program in Public Policy”. [ออนไลน].เขาถงไดจาก http://www.pku.edu.cn.admission/graduate/programm/710.htm. สบคน 16 พฤศจกายน 2554.
Department of Politics and Public Administration, University of Hong Kong. “Master of Public
Administration”. [ออนไลน].เขาถงไดจาก http://www0.hku.hk/ppaweb/.สบคน 16 พฤศจกายน 2554. Indian Institute of Public Administration, India. “About IIPA”. [ออนไลน].เขาถงไดจาก
1) Development Studies 2) Economic Policy and Analysis 3) International Relations and Security Studies 4) Social and Environmental Policy 5) Public Management and Governance 6) Public Affaire 7) public administration 8) public policy 9) Rural Study 10) Social Behavior 11) environment 12) Law 13) Information technique
วชาบงคบเลอกเชน Public administration: scope and issues, Workshop in public affairs, Workshop in managerial skills , Public administration in Hong Kong, Dissertation or Capstone Project , Public Policy Analysis , Economics for Public Policy , Chinese Politics and Public Policy , China ’ s
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Economic Reform and development , Introduction to China วชาเลอก เชน Human resource management , Public policy: issues and approaches , Bureaucracy and the public , Government and Law , Ethics and public affairs
Institute of Social Studies (ISS), Netherlands. “MA Programme”. [ออนไลน].เขาถงไดจาก http://www.iss.nl/MA-Programme สบคน 17 พฤศจกายน 2554.
Department of Government, Uppsala University, Sweden. “Study aboard for Master ’ s Students”. [ออนไลน].เขาถงไดจาก http://www.statsvet.uu.se/Arstudent/ สบคน 17 พฤศจกายน 2554.
Swiss Graduate School of Public Administration. “The university for the public service sector”. [ออนไลน].เขาถงไดจาก http://www.idheap.ch/idheap.nsf/ สบคน 17 พฤศจกายน 2554.
Graduate School of Public Administration,Moscow State University, Russia. “MPA Program”. [ออนไลน].เขาถงไดจาก http://en.anspa.ru/ncd-3enter.html สบคน 17 พฤศจกายน 2554.
1. Agrarian and Environment Studies (AES) 2. Economics of Development ( ECD) 3. Governance, Policy and Political Economy (GPPE) 4. Human Rights, Gender and Conflict Studies: Social Justice Perspectives (SJP) 5. Social Policy for Development (SPD)
หลกสตรทางรฐศาสตรและเศษฐศาสตร 1.หลกสตรการฝกอบรม (summer)สถาบน London School of Economics and Political Science 2.หลกสตรเรยนทางไกล สถาบน London School of Economics and Political Science 3. หลกสตร BA (Hons) Economics ,Politics & Public Policy หลกสตร BA (Hons) History & Politics
3 Department of Politics and International Studies, University of Cambridge. “Information for Politics and
International Relations”. [ออนไลน].เขาถงไดจาก http://www.polis.cam.ac.uk/สบคน 18 พฤศจกายน 2554.
London School of Economics and Political Science (LSE). “Study at LSE”. [ออนไลน].เขาถงไดจาก http://www2.lse.ac.uk/study/studyhome.aspx สบคน 18 พฤศจกายน 2554.
Goldsmiths, University of London. “Department of Politics”. [ออนไลน].เขาถงไดจาก http://www.gold.ac.uk/politics/ สบคน 19 พฤศจกายน 2554.
Department of Politics and International Studies, University of Warwick . “Politics and International
School of Social Science, Department of Politics, University of Manchester. “About Politics”. [ออนไลน].เขาถงไดจาก http://www.socialsciences.manchester.ac.uk/discliplines/politics/about/ สบคน 19 พฤศจกายน 2554.
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-ปรญญาโท -ปรญญาเอก
หลกสตร BA (Hons) International Studies หลกสตร BA (Hons) Politics หลกสตร BA (Hons)Sociology & Politics 4.หลกสตร MA in Art & Politics หลกสตร MA in International Studies 5. หลกสตร Mphil & PhD in Politics
วตถประสงค 1.เพอสรางบคลากรทเปนผนาทางการเมอง นกวจยทางสงคมศาสตร นกศกษาทเชยวชาญทงเทคนค วธการ และความรเชงลกในศาสตร 2.เพอเปนศนยกลางวชาการทดทสดของโลกทางดานการเมอง ความสมพนธระหวางประเทศ และเศรษฐศาสตร 3.เพอพฒนาองคความรทจะทาความเขาใจในความแตกตางของประเทศตางๆ ความคด องคกรและกระบวนการการพฒนาทางการเมองและทางเลอกตางๆ 4.เพอเปนสถาบนศนยกลางการวจย เชน Center of government and human rights , Center of international studies , Center of rising powers และมงผลตผลงานวจยในบรบทตางๆทมคณภาพสงทงในเชงปรมาณและเชงคณภาพสามารถนาไปใชไดจรงในการพฒนาและแกไขปญหาทางสงคมศาสตร
4 Maxwell School of PA, Syracuse University. “Department of Public Administration & International Affairs”.
[ออนไลน].เขาถงไดจาก http://www.maxwell.syr.edu/pa_degreeprogramสบคน 20 พฤศจกายน 2554. Woodrow Wilson School of Public Affairs, Princeton University. “Degree Programs”. [ออนไลน].เขาถงไดจาก
http://www.princeton.edu/academics/ สบคน 20 พฤศจกายน 2554. JFK School of Government, Harvard University. “Degree Programs”. [ออนไลน].เขาถงไดจาก
http://www.hks.harvard.edu/degree/admissions สบคน 21 พฤศจกายน 2554. School of Policy, Planning and Development,University of Southern California. “Academics Programs”.
[ออนไลน].เขาถงไดจาก http://www.usc.edu/schools/sppd/ สบคน 21 พฤศจกายน 2554. CPAP, Virginia Tech. “Center for Public Administration and Policy”.[ออนไลน].เขาถงไดจาก
หลกสตรบรหารกจการสาธารณะและรฐประศาสนศาสตร 1.หลกสตร(BA) Public Policy 2.หลกสตร (BA) Public Administration 3.หลกสตร The Master of Arts in Public Affairs (M.P.A.) 4.หลกสตร The Master of Arts in International Relations (MAIR) 5.หลกสตร Master's in Public Policy (M.P.P.) 6.หลกสตรMaster in Public Administration and International Development 7.หลกสตร Mid – carrer Master in Public Administration 8.หลกสตร Ph.D in Public Administration and International Affairs 9.หลกสตร Ph.D in Public Affairs 10.หลกสตร Ph.D in Public Policy 11.หลกสตร Ph.D in Political Economy and Government 12.หลกสตร Ph.D in Health Policy 13.หลกสตร Ph.D in Social Policy
1. International and National Security Policy 2. Environmental Policy and Administration 3. International and Development Administration 4. Public and Nonprofit Management 5. State and Local Government Financial Analysis and Management 6. Social Policy (Aging , Education,Health.Welfare) 7. Technology and Information Management 8. International Relations 9. Development Studies 10.Domestic Policy 11.Economics and Public Policy 12.Security Studies 13. Sciences,Technology,and Environmental Policy
รายวชาทเปดสอนตามหลกสตรเชน Public Affairs Colloquium , Public Budgeting , Public Administration and Democracy , Public Organizations and Management , Managerial Economics for Public Managers , Introduction to Statistics , Quantitative Analysis , MPA Workshop , Executive Leadership and Policy Politics
o สามารถยกระดบความรทางวชาการดานรฐประศาสนศาสตรสความเปนสากล
o มความเปนผนาทมทกษะในการวเคราะห การประเมนนโยบายสาธารณะ
o มความสามารถในการนาความรในประเดนนโยบายสาธารณะนาไปประยกตใชในบรบทและสภาพแวดลอมทแตกตางกนไดอยางเหมาะสม
o มทกษะในการทางานดานนโยบายสาธารณะทงในระดบทองถน ระดบชาตและระดบระหวางประเทศ
o มความเขาใจอยางลกซงเกยวกบนโยบายสาธารณะและการจดการองคกรภาครฐและการบรหารจดการบานเมองทด
o มความรทงทางดานทฤษฎและผานการฝกปฏบตในสถานการณจรงเพอสรางผนาระดบมออาชพ
o มความสามารถทางการทางานวจยดานนโยบายสาธารณะ เพอนาไปใชพฒนาและแกปญหาทางดานรฐประศาสนศาสตรและนโยบายสาธารณะตอไป
Public Administration in Theory and Practice
Managing in Public Sector Economic Applications for Public
Organizations Public Finance and Budgeting The Art of Leadership Policy Analysis and Programme
Evaluation Politics and Public Policy Policy Analysis Exercise Human Rights and cultural
difference Economics and Public Policy Empirical Analysis for Public Policy Public Research and Evaluation Economic Reasoning and Policy Public Management Frameworks for Policy Analysis Globalization and Public Policy Research Methods in Public Policy Advanced Public Administration and
Management Institutional analysis Public Policy Graduate seminar
ระดบปรญญาบณฑต (ตอ) freedom rights and power; the development
of social welfare systems foundation in politics key concepts in political theory, Introduction to Politics -
contemporary political issues politics of race, gender, national
identity, migration, the environment and new technologies
ระดบมหาบณฑต o มทกษะความรความสามารถอยางสมบรณแบบในเรองการเมองสงคมและเศรษฐศาสตร
o มความสามารถในการเปนผนาองคกรและการเมอง
o มความรความเขาใจเกยวกบแนวคดทฤษฏสมยใหมทางดานรฐประศาสนศาสตร
o สามารถนาทฤษฎมาประยกตใชไดอยางมประสทธภาพ
o สามารถสรางสรรคนวตกรรมและองคความรจากทฤษฎและแนวคด
o มทกษะการเปนผบรหารทคานงถงหลกธรรมาภบาลโลก
o สามารถเพอสรางกรอบแนวคดและนวตกรรมใหมใหเปนเครองมอในการประยกตใชสาหรบงานภาครฐ
Analysis Social Structure and Change Politics , Power and Development Political Economy of Globalisation Actors in local development Development Histories , Theories
and Practices Contemporary Social Theory Global Politics of Development
Democracy , Conflict and Rights Development Economics Policy Analysis and Design International financial and Reform Technique for case-study Governance conflict and Analysis Global governance and Social research to theory and/or policy
(3.1.2) สาขาวชาการบญช (Accountancy) ใหใชชอปรญญาในระดบปรญญาตรวา บญชบณฑต (Bachelor of Accountancy)
(3.1.3) สาขาวชาการแพทยแผนไทย (Thai Traditional Medicine) ใหใชชอปรญญาในระดบปรญญาตรวา การแพทยแผนไทยบณฑต (Bachelor of Thai Traditional Medicine) การแพทยแผนไทยประยกตบณฑต (Bachelor of Applied Thai Traditional Medicine)
(3.1.4) สาขาวชาทนตแพทยศาสตร (Dentistry) ใหใชชอปรญญาในระดบปรญญาตรวา ทนตแพทยศาสตรบณฑต (Doctor of Dental Surgery)
(3.1.5) สาขาวชาเทคนคการแพทย (Medical Technology) ใหใชชอปรญญาในระดบปรญญาตรวา เทคนคการแพทยบณฑต (Bachelor of Medical Technology)
(3.1.6) สาขาวชานตศาสตร (Laws) ใหใชชอปรญญาในระดบปรญญาตรวา นตศาสตรบณฑต (Bachelor of Laws)
(3.1.7) สาขาวชาพยาบาลศาสตร (Nursing Science) ใหใชชอปรญญาในระดบปรญญาตรวา พยาบาลศาสตรบณฑต (Bachelor of Nursing Science)
(3.1.8) สาขาวชาแพทยศาสตร (Medicine) ใหใชชอปรญญาในระดบปรญญาตรวา แพทยศาสตรบณฑต (Doctor of Medicine)
(3.1.9) สาขาวชาเภสชศาสตร (Pharmacy) ใหใชชอปรญญาในระดบปรญญาตรวา เภสชศาสตรบณฑต (Bachelor of Pharmacy) หรอ Doctor of Pharmacy สาหรบหลกสตร ๖ ป
(Numerical Analysis, Communication and Information Technology Skills) หมายถง ความสามารถในการใชเทคโนโลยสารสนเทศ ความสามารถในการสอสาร สามารถเลอกนาเทคโนโลยสารสนเทศมาใชประกอบการนาเสนอและสอสารขอมลทางรฐประศาสนศาสตรไดอยางถกตองเหมาะสมและสามารถใชเครองมอทางสถตมาประยกตใชในการวเคราะหปรากฏการณทางรฐประศาสนศาสตรได โดยมกลมวชาดงตอไปน
English: Master of Public Administration (………………….) Master of Arts (Public Administration) M.P.A. (………………………) M.A. (Public Administration)
2.2 Doctoral degree Thai: ปรชญาดษฎบณฑต (รฐประศาสนศาสตร) ปร.ด. (รฐประศาสนศาสตร) รฐประศาสนศาสตรดษฎบณฑต (………………………) รป.ด. (………………………) English: Doctor of Philosophy (Public Administration) Ph.D. (Public Administration) Doctor of Public Administration (………………………) D.P.A. (………………………) Remark:The names of other degrees shall be consistent with the degree name definition
guideline of the Higher Education Commission Office.
3. Program Description
Public Administration Program provides contents covering both theory and practice related to administration of the country to achieve the state policy. This includes creating awareness of political philosophy, political, economic, social and cultural contexts, and significance of information technology changes in administration and service of government sector,public policies and public
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management in national, regional and local level. This also focuses on concepts and processes of public management and public administration program in order that the graduates have knowledge, intelligence and skills in professional practice of government agencies involved in administration and service of the government in various fields with efficiency, effectiveness and fairness.
4. Desired Characteristics of Graduates 4.1 the awareness of social responsibility and the resilience in living under the conditional of
social and value differences or differences. This desired characteristic also includes the development of habits and moral behaviours in both personal and public matters.
4.2 the acquisition of knowledge in public administration, and the application ability of conduct self-study and contribute to the knowledge up to the point of theoretical development and innovation in public adiminstration.
4.3 the ability to analyze, synthesize complex situations using knowledge, concepts, and theories of public administration, as well as, apply research skills to solve the problems with the dynamics and complexities which contribute to the theoretical innovation and knowledge breakthrough.
4.4 the ability to adjust oneself to live in diverse environment and the ability to develop an open-minded and creative attitudes. The ability to perform critical thinking and develop an intellectual leadership based on public administration concepts and theories is also desired.
4.5 the ability to communicate and apply statistical tools appropriately and correctly in research projects and the ability to use basic statistics for research problem solving and analysis in public administration.
* The institution may add desired characteristics of graduates to comply with the academic policy, uniqueness, and identity of the institution.
5. Learning outcomes According to the above desired characteristics of graduates of Public Administration Program,
curriculum, learning management, measurement and evaluation shall be conducted in consistent with the learning content in order to obtain the domains of learning by Thai Qualification Framework of Higher Education B.E. 2552 at least five aspects as follows.
5.1 Learning outcomes of Ethics and Moralrefer to development of behaving with integrity, ethics and accountability in both personal and collective, the ability to adjust their lives in the values conflict, the development of habit and behaving by moral in both personal and public matters. The expected domains of learning are including:
5.1.1 Master’s Degree
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(1) Develop their habit to behave with integrity, ethics and accountability in both personal and public lives
(2) Be able to analyze complicating academic issues with sound rationale and empathy to those concerned (3) Express leadership in encouraging others to use morals and ethics in handling problems affecting both personal and collective lives. 5.1.2 Doctoral degree (1) Be able to handle complicating moral and ethical problems under academic
context bearing the effects towards the society in mind (2) Be creative in pointing out the lack of professional ethics for problem solving, especially with matters affecting personal and public life. (3) Obtain leadership skills in encouraging moral and ethical practices in workplace and within the community.
5.2 Learning outcomes of Knowledgerefer toability to understand the concepts and theories of knowledge and principles of public administration, application of concepts and theories of public administration in solving the problems, ability to learn on their own, including ability to innovate based on the concept and theory of public administration.The expected domains of learning are including:
5.2.1 Master’s Degree (1) Truly understand knowledge and principles of public administration theory
(2) Apply public administration theoryin solving problems and making suggestions related to public administration
(3) Understand guideline for developing of new knowledge in public administration, including the impact of the current researches on the knowledge of public administration and the practice in public sector management.
5.2.2 Doctoral degree
(1) Understand the core knowledge in theory and concept of public administration fully and deeply (2) Develop and create innovation or new knowledge of public administration in the current critical issues (3) Know how to research and develop conclusions that are acceptable in academic and professional, and can make recommendations that result in solving problems or improving practices related to public administration, both nationally and internationally
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5.3 Learning outcomes of Cognitive Skillsrefer toability to analyze, synthesize situations using knowledge, concepts, and theories of public administration, as well as, apply research skills to solve the problems with the dynamics and complexities. This leads to the creation of innovative public administration. The expected domains of learning are including:
5.3.1 Master’s Degree (1) Analyze the phenomenon or the public administration issues in new contexts using knowledge, concepts, and theories of public administration (2) Synthesize the phenomenon or the public administration issues by integrating traditional concepts and theories of public administration with knowledge in a new context (3) Develop conclusions or recommendations by self-studies or research to expand knowledge or practice in public administration
5.3.2 Doctoral degree (1) Apply true knowledge on concepts and theories to analyze issues of public administration and develop solutions or innovative knowledge (2) Synthesize and integrate concepts and theories from both inside and outside public administration field with creative and insightful thinking (3) Design and conduct research on issues with public administration complexities and propose guideline to solve problems, develop or create new knowledge that is recognized both in national and international academics
5.4Learning outcomes of Interpersonal Skills and Responsibilityrefer to ability to work with others, presentation of leadership, responsibility to themselves and society, ability to adapt to a diverse society, and ability to express critical opinions on the concept and the theory of public administration.The expected domains of learning are including:
5.4.1 Master’s Degree (1) Responsible for their own operations, solve complex issues, improve their
efficiency in learning,researching and practicing in the field of their professions (2) Have good attitude to create collaboration with others on solutions related to public administration or situations to enhance the efficiency of new knowledge development through group work
5.4.2 Doctoral degree (1) Plan, analyze, and propose to solve problems related to public administration
through academic and professional opinion deeply and creatively (2) Plan on self-improvement, others, and their organizations effectively (3) Build a creative group interaction and express leadership in both academic and professional working context
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5.5 Learning outcomes of Numerical Analysis, Communication and Information Technology Skillsrefer to ability to deploy information technology, ability to communicate, ability to properly and correctly choose information technology for presentation and communication in public administration, and apply statistical tools to analyze the phenomenon of public administration.The expected domains of learning are including:
5.5.1 Master’s Degree (1) have statistical skills to study, summarize and propose recommendations to the problems in various issues (2) have the effective communication skills appropriate with different groups of academics and professionals as well as people in the community through the use of both formal and informal media, such as academic and professional journals, dissertations or research.
5.5.2 Doctoral degree (1) have the advanced statistical skills to study, summarize and propose recommendations to the complicated problems in public administration (2) have the effective communication skills appropriate with different groups of academics and professionals as well as people in the community through the use
of both formal and informal media, such as academic and professional journals, dissertations or research both at the national and international level.
* The institution may add desired characteristics of graduates to comply with the academic policy, uniqueness, and identity of the institution.
6. Related Professional Organization None
7. Program Structure 7.1 Master’s Degree Master’s Degree contains total credit course with aminimumof 36credits by being divided
into 2 plans as follows: 7.1.1 Plan Ais a study program focusing on research with thesis including: (1) PlanA1, do only thesis which is equivalent to a minimum of 36 credits. The
institution may require additional courses or other academic activities without credits but must have achievement as requirements of the institution.
(2) Plan A2, do thesis which is equivalent to a minimum of 12 credits and course study with a minimum of 12 credits.
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7.1.2 Plan B is a study program focusing on course study without thesis but it requires independent study with a minimum of 3 credits and a maximum of 6credits.
7.2 Doctoral degree Doctoral degree is divided into 2plans focusing on research for academic and professional
development as follows. 7.2.1 Plan 1 is a study plan focusing on research with the thesis that contributes to new
knowledge. The institution may require additional courses or other academic activities without credits but must have achievement as requirements of the institution as follows:
(1) Plan1.1the post grad students are required making thesis with a minimum of 48 credits.
(2) Plan1.2the bachelor students are required making thesis with a minimum of 72credits.
The thesis by 1.1 and 1.2 are required that same standard and quality. 7.2.2 Plan2is a study plan focusing on research with the thesis that contains high quality
and contributes to the academic and professional advancement; and requires additional course studies as follows:
(1) Plan2.1the post grad students are required making thesis with a minimum of 36credits and studying other courses with a minimum of 12 credits.
(2) Plan2.2 the bachelor students are required making thesis with a minimum of 48 creditsand studying other courses with a minimum of 24 credits
The thesis by 2.1 and 2.2 are required that same standard and quality.
8. Core Content of Program Core content of professional subjectspecification is determined by the review of the literature on international standard for public administration professionals, the brainstorming of experts in public administration, the brainstorming of curriculum administration, lecturers responsible for the curriculum, lecturers in public administration program of the entire country both at the undergraduate and graduate levels, including the brainstorming of public administration graduates’ users. The contentreflects knowledge that represents the 5 identity of public administration program including: (1) Organization and Management(2) Public Policy(3) Human Resource Management(4) Public administration Theory, and (5) Public Finance and Budgeting.Scope and substance of knowledge is details below.
8.1 Organization and Management The subjects cover the study of organization including emergence, form, structure, and chain of command of the organization which is public, private, non-governmental, or non-profit organization, as well as the study of organization design. The subjects also covers the study of
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human behavior in organizations, organization development, procurement management, quality management, knowledge and learning organization management, internal control and audit,risk management, leadership and teamwork, and management innovation, etc. 8.2 Public Policy The subjects cover the study of public policy process,research and analysis of public policy in various aspects, analysis and assessment of project feasibility, project planning and management, public choice determination,analysis of project impact, etc. 8.3 Human Resource Management The subjects cover the study of human resource management, human resource development, strategic human resource development,wage and salary management, performance evaluation and management,welfare services, recreation and employee relations, laws on human capital management of public sector, conflict management, etc. The organization means the public sector, private sector, or the organization that is neither public nor private sector. 8.4 Public Administration Theory The subjects cover the study of public administration theory, political philosophy, knowledge of politics, economics and sociology in national, regional and international level, public law,concept and theory of public administration, government fiscal,research methods in public administration,community enterprise management,introduction to entrepreneurship and public services,economic dimension and public administration,marketing for public administration, strategic management of new public management,preparation and delivery of public services,good governance and ethic of administrators, local government and administration, etc.
8.5 Public Finance and Budgeting The subjects cover the study of public finance and budget management, financial resources
management,investment analysis,public operators, government revenue and expenditure management, local finance and budgeting in public sector, local revenue and expenditure management,economy of local communities, etc.
The institution may add desired characteristics of graduates to comply with the
academic policy, uniqueness, and /or identity of the institution.
Each subject groups can be related to the learning outcomes (section 5) as follows. A. Subjects of Organization and Managementrelated to the learning outcomes in each
aspect as follows: Ethics and Moral: the above subjects aim to encourage management with transparency, fairness, reducing risk within the organization, instill ethics in management. This builds on the moral and ethical values to students and can be applied to administration of the organization.
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Knowledge:the above subjects will make the students understand principle of organization management and development as well as understand behaviors of organization members. The student can apply such principles in the management of the organization for solving problems in the organization and creating organization management innovation. Cognitive Skills: the above subjects will make the students understand principle of organization management and development as well as understand behaviors of organization members.The student can apply such principles in analysis and synthesis of complex situations in the organization, and apply such knowledge for research to management innovation. Interpersonal Skills: the above subjects will make the students understand relationships and behavior of individuals within the organization. The students can develop relationships with their colleagues and adapt to society and develop their leaderships. Numerical Analysis, Communication and Information Technology Skills:the above subjects will make the students have ability to choose proper information for organizational communication with individuals of each group, and to select proper statistics to present the organization management. B. Subjects of Public Policyrelated to the learning outcomes in each aspect as follows: Ethics and Moral: the above subjects will make the students understand the nature and process of public policy determination, public policy selection with most benefits to the people and the society. This will encourage the students to be responsible to the society, and recognize the benefits to the public. Knowledge:the above subjects will make the students understand the principles and processes of public policies, study and analysis of public policies. The students can apply the principle to explain public policies that have occurred in society, and suggest alternative public policies that lead to the creation of innovative public administration. Cognitive Skills: the above subjects will make the students have ability to understand the principles and processes of public policies, study and analysis of public policies,analyze and evaluate the feasibility of the project, plan and manage projects, define public options, and analyze project impacts. The students can apply the principle to analyze and synthesize policies and programs that take place both inside and outside the country, as well as can apply such knowledge to research for innovation in public administration. Interpersonal Skills: the above subjects will make the students have ability to understand relationships of individuals within public policy formulation and negotiation of alternative policy options.The students can understand the principles of negotiation and raise rationales and express critical opinion basing on the concept and theory of public policy. Numerical Analysis, Communication and Information Technology Skills:the above subjects will make the students have ability to analyze the needs of society that lead to the formulation of public policy options on empirical evidence and appropriately present them to various groups.
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C. Subjects of Human Resource Managementrelated to the learning outcomes in each aspect as follows: Ethics and Moral: the above subjects aim to encourage human resource management and development including fair reward and punishment, fair wages and compensation management, and fair performance assessment. This creates values and moral support to the students and leads to the fair human resource management. Knowledge:the above subjects will make the students have ability to understand the principles of human resource management, processes of human resource managementand development. The students can apply the knowledge and lead to human resource management innovation. Cognitive Skills: the above subjects will make the studentsunderstand the principles of human resource managementprocess and development. They can apply the principles in different situations to solve problems related to human resources of the organization. Interpersonal Skills: the above subjects will make the students have ability to understand the employee relations management and conflict management. They can apply and adapt in working. Numerical Analysis, Communication and Information Technology Skills:the above subjects will make the students have ability to analyze the needs of individual potential development and the needs of the organization to determine guidelines for human resource management and communicate to make understanding with others appropriately. D. Subjects of Public administration Theoryrelated to the learning outcomes in each aspect as follows: Ethics and Moral: the above subjects will make the studentshave understanding in management in consistent with the principles of good governance and ethics of administrators. This will make the students conform to the principles of good governance and have leaderships with ethics and moral. Knowledge:the above subjects will make the students have ability to understand principles and theory of political science and public administration, political contexts at the national, regional and international levels, law, political philosophy, public sector management, preparation and delivery of public services, and local management that contribute to sustainable development. The students are able to apply such knowledge to work and lead to the creation of innovative public administration. Cognitive Skills: the above subjects will make the studentsunderstand principles and theory of political science and public administration, political contexts at the national, regional and international levels, law, political philosophy, public sector management, preparation and delivery of public services, and local management that contribute to sustainable development. The subjects focus on analysis and synthesis of problems basing on research in public administration. The
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students are able to apply such knowledge to work and lead to the creation of innovative public administration. Interpersonal Skills: the above subjects aim to public sector management, preparation and delivery of public services,strategy for local government involving the opinions and needs of the community and local members.The students will have skills to work and learn about corporate social responsibility. They will have ability to offer their opinion on the situation appropriately.
Numerical Analysis, Communication and Information Technology Skills:the above subjects, especially the subject of research methods in public administration, allows the students to analyze problems, find solutions in an efficient way, show empirical evidence of explanation, and select proper tools to communicate about public administration issues.
E. Subjects of Public Finance and Budgetingrelated to the learning outcomes in each aspect as follows:
The subjects cover public finance and budgeting, financial resources management,investment analysis,public operators, government revenue and expenditure management, finance and budgeting risk management, local finance and budgeting, local revenue and expenditure management,economy of local communities, etc. Ethics and Moral: the above subjects allow the students have more understanding of public finance and budgetingboth at the national and local levels, transparency of fiscal and budget, risk on finance and budgeting. As a result, the students can develop their transparency habit in finance and budgeting operation, and create a sense of fiscal and budget responsibility. Knowledge:the above subjects will allow the students have more understanding ofprinciple of public finance and budgeting,investment analysis,government revenue and expenditure management. The students also can apply it in their own work and financial system. Cognitive Skills: the above subjects will allow the students have more understanding ofofprinciple of public finance and budgeting,investment analysis,government revenue and expenditure management. The students are able to understand the situation of finance and budgeting as well as suggest options for finance and budgeting that suit the economic system at the national, regional and international levels. Interpersonal Skills: the above subjectsallow the students can communicate and convey the finance and budgeting matters to public correctly basing on academic theory as well as listen to and comment on the situation about finance and budgeting appropriately.
Numerical Analysis, Communication and Information Technology Skills:the above subjectsallow the students can analyze economic figures and explain the situation about finance and budgeting appropriately, also present financial optionsbasing on empirical evidences.
9. Learning Strategy and Assessment
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To establish confidence in the quality of public administration graduates of the society and to meet the learning outcomes defined in qualification standard of public administration graduates, the institution needs to define learning strategy and assessment as guidelines follow.
9.1Learning Strategy refers to guidelines that the institution use to provide knowledge of the subjects to the students so that the public administration graduates will be proficient in the science and be professional in public administration as international standard as well as have moral attributes which are important in working and living in society. Learning strategy is divided into 2 levels including: learning strategy at course level and learning strategy at subject level.
9.1.1Course level learning strategy is prioritization of subject and determination of basic and compulsory subjects to suit the content of the course, and establishment of research focusing on new concepts or solutions related to public policy and public management in the context of Thai society. Therefore, public administration graduates quality all 5 learning outcomes of the course and qualify not lower than learning outcome standard defined in the framework for qualifications of public administration.
9.1.2Subject level learning strategy is prioritization of activity basing on course level learning strategy. The students will have knowledge and be able to apply it from analysis and synthesis and share their learning with the instructor and classmates both as recipients and presenters. They will also have professional competency as objectives of the course.The instruction is student-centered learning. It focuses on creating incentives to students. They will be encouraged to ask questions, to search for answers they want to learn and need to learn by themselves.Media and technology or innovations in learning will be used. Students and teachers participate in the exchange of knowledge. Teaching methods are including lectures, practical exercises, assignments, discussion, and case study or scenarios, and so on.
Example of student-centered learningstrategy: (1) Competency Based:this strategy focuses on a practical approach with a
combination of knowledge until the students can show their potential from learning and have practice skills for actual working.Models and methods of instruction are including lectures, practical exercises in the laboratory, professional experience training, learning from problems, observing and cooperative education, and so on.
(2) Problem Based:this strategy focuses on teaching methods that allow students to control their self-learning. Students learn to think and take action, define objectives and choose learning sources by themselvesunder the teacher’s advices. They are encouraged to solve problems rather than memorize contents of facts. Workgroup and social skill development will be promoted.
(3) Self-study:this strategy aims to allow the students to seek knowledge on their own, such as inquiry-based learning, discovery learning, problems solving learning, experiential learning which will be studied as individual or groups.
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(4) CCPR Model is instruction process that is consistent with the concept of creativity and productivity learning. It is including:
(4.1) Criticality-Based Instruction:this instruction aims to allow students to think, analyze, and develop their work from comments by making reports that reflect their own opinions after test with friends or teachers until those opinions are crystallized and conveyed through paperwork or other creative works.
(4.2) Creativity-Based Instruction: this instruction is developed from Research-BasedInstruction.It aims to allow students to create their works and develop for new ideas started by raising educational issues or issued about what should be developed, and then use research process to find solutions, create innovations or new knowledge to solve problems of public policy and public management under Thai society’s contexts.
(4.3) Productivity-Based Instruction:this instruction aims to allow students to create their own productivity in academic aspects, professional aspects and other materials.
(4.4) Responsibility-Based Instruction:this instruction aims to allow students to have a responsibility to society and the environment, recognize the value of culture and tradition, see problem of society and environment, and develop solutions
(5) Lecture and Discussion Method:this instruction focuses on transferring knowledge from the instructors, providing opportunity for the students to exchanges ideas or brainstorm on a particular subject related to the lesson.. Teachers can arrange for a discussion in various forms as appropriate to the content and behavior objective acquired for students, such as discussion in form of forum, seminar, symposium, small group,questioning-answering, debate, etc.
(6) Demonstration Method:this instruction allows students to notice procedures with previews including explanations. The students are encouraged to practice and raise questions at the same time. This allows students to learn how to practice so it is appropriate to the purpose of subject learning that wants the students to learn how to solve problems practically.
(7) Simulation: this instruction focuses on learning from the scenarios most similar to the actual event in both environment and interaction with role assignment, information and rules so that the students can practice troubleshooting and decisions from the circumstance faced, such as simulation of doing business, simulation game, etc.
As there are different models and methods of teaching, the instructor must consider the contexts of the students and choose the appropriate teaching approaches. The experts of Public Administration department provide guidelines on teaching models as follows:
Discussion, Lecture Seminar Inductive Instruction Case Study
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Field Teaching Study Visit / Field Trip Practice Job Training (including Coaching) Research-based instruction Problem-based instruction Independent study Learning from masters / philosophers Brain storming Summarization or presentation of assignment Self-learning Activities The institution may add desired characteristics of graduates to comply with the academic
policy, uniqueness, and /or identity of the institution. 9.1.3 Postgraduate instructionstrategies should focus on problem-based instruction and case
study. It also emphasizes on analysis, brainstorming, seminars, productivity creation, and research base as key strategies in teaching rather than lecturing in the class. 9.1.4 Doctoral instructionstrategies should focus on problem-based instruction and research-based instruction,seminar, productivity creation, innovation synthesis, self-learning, and then reflection on researches at seminars both inside and outside classroom.
9.2Learning Assessmentrefers to the measurement and evaluation of learning which need to be measured and evaluated to meet all 5 aspects of course learning outcomes standard.Technique or method can be taken in different approaches, such as written examination including mid-term exam, final exam, and quiz, self-study and research and presentation to the instructor and classmates, presentation on report, discussion, and classroom behavior measurement. Measurement in each aspect must be used a proper technique or method to make the assessment and evaluation of learning accurate and meet the expectations.
Assessment and evaluation must conform to the graduate and doctoral degree standard of Ministry of Education. The institution shall determine evaluation criteria and threshold for each subject with both criteria-based and group-based type. The evaluation criteria of each subject must be consistent with the objectives, learning and teaching methods of each subject, including the development of the students.
Example of learningassessment and evaluation: (1) Ethics and Moral: Observation of self-assessment, evaluation by classmates or
group, written examination, assignment evaluation. (2) Knowledge:Written examination, oral examination, practice examination, report
writing, and oral presentation.
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(3) Cognitive Skills: Written examination, oral examination, practice examination, writing reports, research and oral presentation.Observation of student comments, assignment that stimulates students’ knowledge processing.
(4) Interpersonal skills and responsibilities:Observation of behaviors, self-assessment, evaluation by classmates or group, evaluation of assignments and presentations.
(5) Numerical Analysis, Communication and Information Technology Skills:Written examination, oral examination, practice examination, student comments, and evaluation of assignments and presentations.
10. Thailand Qualifications Framework (TQF) Verification Institution must determine the system and mechanism of verification to confirm that all
students and graduates have learning outcomes of all 5 aspects as defined in graduate qualification standard of public administration program.
10.1 TQF Verification while students are studying For TQF verification at subject level, students should be assessed in both theory and
practice. Qualified committee must consider the appropriateness of the test and evaluation according to the instruction plan.
For TQF verification at course level,a quality assurance system should be set up within the institution to conduct the TQF verification and reporting.
10.2 TQF Verification after students graduated TQF verification after graduation of students should focus on continual achievement
research of graduates’ career and apply the research results to improve the learning process and curriculum inclusively and to evaluate the quality of courses and department.
The institute can determine guidelines for the verification as appropriate. Verification may be achieved by means of observation, monitoring, evaluation and interviews.To prove that the objectives of learning management are achieved, the institute must conduct to ensure that the expected learning outcomes are correspondingly understood and the instruction is conducted with achievement.
Verification strategy used in the institution includes the verification of answer sheets and assignments scoring, the course evaluation by lecturers, students, graduates, graduate users, and external evaluators, the report on skills of graduate users.
Verification may partially implemented by other higher education institutions that have educational cooperation. The institute will be responsible for TQF verification to ensure that standards are maintained on a regular basis.
11. Qualifications for Admission and Learning Outcomes Transfer
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11.1 Qualifications for Admission Applicants for master’s degree in public administration program must graduate at least
a bachelor degree or equivalent or vocational certificate and must have other qualifications as regulations of the institute. They must qualify by criteria of the higher education commission, Ministry of Education and / or the admission of the institute.
Applicants for doctoral degree in public administration program must graduate at least a master’s degree or equivalent or vocational certificate and must have other qualifications as regulations of the institute. They must qualify by criteria of the higher education commission, Ministry of Education and / or the admission of the institute.
11.2 Learning Outcomes Transfer The institute can transfer learning outcomes for those who qualify admission under the
graduate learning outcome transfer rules and provide recommendations about best practices in graduate learning outcome transfer as announcements / rules / regulations of the Ministry of University Affairs or the Ministry of Education and the institution that are effective in present time.
12. Teachers and Instructional Support Staffs
Teachers and instructional support staff must have qualifications and proportions according to the following criteria.
Master’s Degree
12.1Instructors must have the following qualifications.
12.1.1Instructors with master's degree in Public Administration or related field are required a minimum position of assistant professor in public administration or related field and have experience in teaching at undergraduate level in public administration at least five years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.1.2Instructors with doctoral degree in Public Administration or related field
12.2Instructors of the curriculummust have the following qualifications and numbers. 12.2.1Instructors with master's degree in Public Administration or related field are
required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education or;
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12.2.2 Instructors with doctoral degree in Public Administration or related field are required a minimum position of assistant professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least two years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.2.3 Announcement of the Ministry of Education regarding the effective standards of graduate program
12.2.4 Announcement of the Ministry of Education regarding the effective management guidelines of Thai qualifications framework for graduate program in higher education level
12.2.5 Guidelines for determining the number of curriculuminstructors as the effective guidelines of Thai qualifications framework for graduate program in higher education level
12.2.6 The effective guidelines on qualification of curriculuminstructors 12.2.7 Announcement of higher education commission regarding the effective
guidelines on requisition of start and implementation of degree programs in distance education system
12.3 Instructors responsible for the curriculummust have the following qualifications and
numbers.
12.3.1 Instructors with master's degree in Public Administration or related field are required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.3.2 Instructors with doctoral degree in Public Administration or related field are required a minimum position of assistant professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least two years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.3.3 Announcement of the Ministry Education, the higher education commission, and related guidelines
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Doctoral degree
12.1 Instructors must have the following qualifications.
12.1.1 Instructors with master's degree in Public Administration or related field are required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least three subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.1.2 Instructors with doctoral degree in Public Administration or related field are required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least three subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.2 Instructors of the curriculummust have the following qualifications and numbers. 12.2.1 Instructors with doctoral degree in Public Administration or related field are
required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least five years, and have researches that are not parts of the graduation at least four subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.2.2 Announcement of the Ministry Education regarding the effective standards of graduate program
12.2.3 Announcement of the Ministry Education regarding the effective management guidelines of Thai qualifications framework for graduate program in higher education level
12.2.4 Guidelines for determining the number of curriculuminstructors as the effective guidelines of Thai qualifications framework for graduate program in higher education level
12.2.5 The effective guidelines on qualification of curriculuminstructors 12.2.6 Announcement of higher education commission regarding the effective
guidelines on requisition of start and implementation of degree programs in distance education system
12.3 Instructors responsible for the curriculummust have the following qualifications and
numbers.
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12.3.1 Instructors with doctoral degree in Public Administration or related field are required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least four subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.3.2Announcement of the Ministry Education, the higher education commission, and related guidelines
12.4Special instructorsare requiredat least master’s degree in Public Administration or related field orbeing professionals or specialists or those with direct professional experience or related to the profession of Public Administration.
12.5Proportion of regular instructor per full-time student is equivalent to the higher education commission’s standard on quality assurance in higher education level which is 1 to 5 in case of a thesis primary advisor for master’s degree and doctoral degree students, and 1 to 10 in the course with potential instructors, depending on the discretion of the institution.For independent study of graduate students, the proportion of instructor per full-time student must meet the higher education quality assurance standard of the higher education commission which is 1 to 15. For advisor of both thesis and independent study, 1 thesis student is equivalent to 3 independent study students. This shall be inclusive of students who have not graduated in the meantime.
12.6 Instructors graduated in related subjects must be in one of the fields as specified in ISCED database in section 3 which are Social Science, Business and Law, including clause31, 34and 38 or in the fields reflecting the identities and subjects of curriculum.
12.7 Support staffs should have number and educational qualifications as well as other qualifications in terms of knowledge, abilities and specific skills suit to the requirements and necessities of the educational management.
13. Resources for Instruction and Administration The institution should support and organize resources to achieve the objectives of instruction
according to below graduate qualifications. (1) Classrooms, audio-visual equipments, and modern teaching materials are adequate in
good condition and available to facilitate learning, teaching, and reviewing lessons effectively. (2) A laboratory of public administration information is available for training, practicing in
public administration appropriately and in consistent with the course instruction management. (3) Library, databases, other knowledge sources are available with facilities for knowledge
searching and is continually improved and updated to meet the requirements and sufficient to the number of students.
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(4) Place, equipment, and medium for instruction are conducive to learning outside the classroom.
(5) Physical environment within the institution is managed for hygienic and safe.
Preparation to support the curriculum instruction shall be in accordance with: (1) Announcement of the Ministry Education regarding the effective standards of graduate
program on course accreditation (2) Announcement of higher education commission regarding the effective guidelines on
requisition of start and implementation of degree programs in distance education system (3) Announcement of the Ministry Education regarding the standards of graduate program,
standards in mission of higher education administration, standards in the creation and development of knowledge-based society and society of learning.
14. Instructor Development The institution should provide a mechanical system for developing instructors to achieve the
objectives of performing its mission as defined in graduate qualification standards of public administration program as follows.
(1) Provide orientation for new instructors to get aware of policy, philosophy, engagement, curriculum, and objective of educational management, regulation, potential academic and professional development guideline, and academic position approaching
(2) Provide training on strategies and methods of teaching, measurement and evaluation of learning and research to develop teaching and learning, cognitive research, and institutional research
(3) Provide ongoing instructors development with a clear master plan of development, monitoring and evaluation as well as apply the results for further improvement
(4) Support, encourage and offer incentives for instructors to make academic research and creative work with quality and ability to be published on both national and international level
(5) Provide knowledge management for knowledge sourcing, sharing and exchanging both inside and outside the institution
15. Quality Assurance on Curriculum and Instruction The institute that provide public administration program must have quality assurance on
curriculum and instruction according to graduate qualification standard on public administration program by defining the main indicators andgeneral performance goals according to the institute educational quality assurance standardor the indicators below.
(1) At least 80% of course instructors involve in planning, monitoring, and reviewing of program performance.
(2) Course description as TQF.2form is corresponding to the graduate qualification standard in public administration department.
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(3) Subject description and field experience (if any) as TQF.3and TQF.4 form is prepared at least before starting instruction of all subjects.
(4) Report of implementation and field experience (if any) of all subjects as TQF.5and TQF.6 form is completely prepared within 30 days from the end of the final semester.
(5) Report of course implementation as TQF.7 is prepared within 60 days after the end of academic year.
(6) Verification of student achievement according to learning outcomes defined in TQF.3 and TQF.4 (if any) at least 25% of the subjects offered in each academic year is conducted.
(7) Instruction management, instruction strategy or learning evaluation is developed / improved from the performance evaluation reported in last year TQF.7.
(8) All instructors (if any) are provided orientation or guidance on instruction management. (9) All full-time instructors are provided academic development and / or professional
development at least once a year. (10) At least 50% of instructional support staffs are developed in instruction and others knowledge
annually. (11) Satisfaction level of students to the instruction quality and supporting resources of the
program is not less than 3.5of5. (12) Satisfaction level of users to the new graduates is average of at least 3.5 of 5. The institution may set additional indicators to be consistent with the mission and objectives
of the institution or the higher target to raise the standards of their own by defining in the course description. The institution certified public administration graduate qualification standard is required to achieve the target of indicator 1-5 and have performance result at least 80% of the total in good level consecutively 2 years prior to certification.
16. Taking Graduate Qualification Standards into Practice
The institution intending to provide or improve graduate degree program in Public Administration should proceed as follows:
(1) Consider the availability and capacity of education course management on various topics as defined in graduate qualification standards of Public Administration department
(2) Appoint a committee of public administration graduate program development as defined in graduate qualification standards of Public Administration department, which consists of at least 5people including at least 2 people of course responsible instructors, 3 people of expert or specialist in the field of public administration and at least 2 of themare the outsiders. This is in order to develop courses in accordance with the qualification standards of master’s degree and doctoral degree in Public Administration program with the subject of the course at least as defined in TQF. 2 regarding details of the course
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(3) To develop public administration program for graduate level under clause (2), on the topic of the expected learning outcome standards, in addition to learning outcome standardsdefined in the qualification standards of Public Administration department, the institution may add the required learning outcomes for superior specification or characteristic of graduates in public administration than other institutions. This also adheres to the philosophy and engagement of the institution and be of interest to the person choosing courses of the institute. Curriculum mapping should show what aspects that each subject of the course have main or secondaryresponsibility to learning outcome standard.
(4) Prepare subject description, field experience description (if any) as defined in curriculum with topic at least shown in TQF.3 (Subject Description) and TQF.4 (Field Experience Description) respectively, and clearly present the expected learning results in the subject
(5) The institute must offer courses and course descriptions to the institute council for operation approval. The institute council should establish systems and mechanisms of the preparation and approval of the course, course description and field experience description (if any) explicitly.
(6) The institute must propose the course description approved or endorsed by the institute council to the higher education commission within 30 days after the institute council approval.
(7) When the institute council approved or endorsed according to clause (5) then each course instructor is assigned to implement instruction as strategies and assessment defined in course description, subject description and field experience description to achieve the expected learning outcomes of public administration program.
(8) At the end of the instruction, assessment and verification of learning outcomes for each subject and field experience (if any) in each semester, the instructors shall prepare a report of subject action including the assessment and verification of learning outcomes of their responsible subject with problems and suggestions with titles at least defined in TQF.5 (Report of Subject Action) and TQF.6 (Report of Field Experience Action) (if any), the instructors responsible for the course shall process/analyze performance and effectiveness, and prepare an annual report of overall course action at the end of the academic year with at least topics defined in TQF.7 (Report of Course Action) for use in the improvement and development of teaching strategies, assessment strategies and problem solving, as well as the improvement of course or instruction if necessary.
(9) At the end of the course, a report of course action must be prepared with title and description at least defined in TQF.7 (Report of Course Action) as well as a report of course action in each academic year. The efficiency and effectiveness of overall course administration must be analyzed if the graduates achieve the learning outcomes as expected or not. The results of the analysis must also be used for improvement and development of the course and the course action.
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17. Dissemination of courses with quality and standard of the national higher education qualifications standards which is recorded in Thai Qualifications Register(TQR)
Shall be in accordance to the announcement of the Ministry of Education regarding the Qualification Framework for Higher Education Act B.E. 2552 and the announcement of the higher education commission regarding the guidelines for operating the Qualification Register for Higher Education Act B.E. 2552
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Thailand Qualifications Framework for Graduate Program in Public Administration
English: Master of Public Administration (………………….) Master of Arts (Public Administration) M.P.A. (………………………) M.A. (Public Administration)
2.2 Doctoral degree Thai: ปรชญาดษฎบณฑต (รฐประศาสนศาสตร) ปร.ด. (รฐประศาสนศาสตร) รฐประศาสนศาสตรดษฎบณฑต (………………………) รป.ด. (………………………) English: Doctor of Philosophy (Public Administration) Ph.D. (Public Administration) Doctor of Public Administration (………………………) D.P.A. (………………………) Remark:The names of other degrees shall be consistent with the degree name definition
guideline of the Higher Education Commission Office.
3. Program Description
Public Administration Program provides contents covering both theory and practice related to administration of the country to achieve the state policy. This includes creating awareness of political philosophy, political, economic, social and cultural contexts, and significance of information technology changes in administration and service of government sector,public policies and public
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management in national, regional and local level. This also focuses on concepts and processes of public management and public administration program in order that the graduates have knowledge, intelligence and skills in professional practice of government agencies involved in administration and service of the government in various fields with efficiency, effectiveness and fairness.
4. Desired Characteristics of Graduates 4.1 the awareness of social responsibility and the resilience in living under the conditional of
social and value differences or differences. This desired characteristic also includes the development of habits and moral behaviours in both personal and public matters.
4.2 the acquisition of knowledge in public administration, and the application ability of conduct self-study and contribute to the knowledge up to the point of theoretical development and innovation in public adiminstration.
4.3 the ability to analyze, synthesize complex situations using knowledge, concepts, and theories of public administration, as well as, apply research skills to solve the problems with the dynamics and complexities which contribute to the theoretical innovation and knowledge breakthrough.
4.4 the ability to adjust oneself to live in diverse environment and the ability to develop an open-minded and creative attitudes. The ability to perform critical thinking and develop an intellectual leadership based on public administration concepts and theories is also desired.
4.5 the ability to communicate and apply statistical tools appropriately and correctly in research projects and the ability to use basic statistics for research problem solving and analysis in public administration.
* The institution may add desired characteristics of graduates to comply with the academic policy, uniqueness, and identity of the institution.
5. Learning outcomes According to the above desired characteristics of graduates of Public Administration Program,
curriculum, learning management, measurement and evaluation shall be conducted in consistent with the learning content in order to obtain the domains of learning by Thai Qualification Framework of Higher Education B.E. 2552 at least five aspects as follows.
5.1 Learning outcomes of Ethics and Moralrefer to development of behaving with integrity, ethics and accountability in both personal and collective, the ability to adjust their lives in the values conflict, the development of habit and behaving by moral in both personal and public matters. The expected domains of learning are including:
5.1.1 Master’s Degree
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(1) Develop their habit to behave with integrity, ethics and accountability in both personal and public lives
(2) Be able to analyze complicating academic issues with sound rationale and empathy to those concerned (3) Express leadership in encouraging others to use morals and ethics in handling problems affecting both personal and collective lives. 5.1.2 Doctoral degree (1) Be able to handle complicating moral and ethical problems under academic
context bearing the effects towards the society in mind (2) Be creative in pointing out the lack of professional ethics for problem solving, especially with matters affecting personal and public life. (3) Obtain leadership skills in encouraging moral and ethical practices in workplace and within the community.
5.2 Learning outcomes of Knowledgerefer toability to understand the concepts and theories of knowledge and principles of public administration, application of concepts and theories of public administration in solving the problems, ability to learn on their own, including ability to innovate based on the concept and theory of public administration.The expected domains of learning are including:
5.2.1 Master’s Degree (1) Truly understand knowledge and principles of public administration theory
(2) Apply public administration theoryin solving problems and making suggestions related to public administration
(3) Understand guideline for developing of new knowledge in public administration, including the impact of the current researches on the knowledge of public administration and the practice in public sector management.
5.2.2 Doctoral degree
(1) Understand the core knowledge in theory and concept of public administration fully and deeply (2) Develop and create innovation or new knowledge of public administration in the current critical issues (3) Know how to research and develop conclusions that are acceptable in academic and professional, and can make recommendations that result in solving problems or improving practices related to public administration, both nationally and internationally
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5.3 Learning outcomes of Cognitive Skillsrefer toability to analyze, synthesize situations using knowledge, concepts, and theories of public administration, as well as, apply research skills to solve the problems with the dynamics and complexities. This leads to the creation of innovative public administration. The expected domains of learning are including:
5.3.1 Master’s Degree (1) Analyze the phenomenon or the public administration issues in new contexts using knowledge, concepts, and theories of public administration (2) Synthesize the phenomenon or the public administration issues by integrating traditional concepts and theories of public administration with knowledge in a new context (3) Develop conclusions or recommendations by self-studies or research to expand knowledge or practice in public administration
5.3.2 Doctoral degree (1) Apply true knowledge on concepts and theories to analyze issues of public administration and develop solutions or innovative knowledge (2) Synthesize and integrate concepts and theories from both inside and outside public administration field with creative and insightful thinking (3) Design and conduct research on issues with public administration complexities and propose guideline to solve problems, develop or create new knowledge that is recognized both in national and international academics
5.4Learning outcomes of Interpersonal Skills and Responsibilityrefer to ability to work with others, presentation of leadership, responsibility to themselves and society, ability to adapt to a diverse society, and ability to express critical opinions on the concept and the theory of public administration.The expected domains of learning are including:
5.4.1 Master’s Degree (1) Responsible for their own operations, solve complex issues, improve their
efficiency in learning,researching and practicing in the field of their professions (2) Have good attitude to create collaboration with others on solutions related to public administration or situations to enhance the efficiency of new knowledge development through group work
5.4.2 Doctoral degree (1) Plan, analyze, and propose to solve problems related to public administration
through academic and professional opinion deeply and creatively (2) Plan on self-improvement, others, and their organizations effectively (3) Build a creative group interaction and express leadership in both academic and professional working context
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5.5 Learning outcomes of Numerical Analysis, Communication and Information Technology Skillsrefer to ability to deploy information technology, ability to communicate, ability to properly and correctly choose information technology for presentation and communication in public administration, and apply statistical tools to analyze the phenomenon of public administration.The expected domains of learning are including:
5.5.1 Master’s Degree (1) have statistical skills to study, summarize and propose recommendations to the problems in various issues (2) have the effective communication skills appropriate with different groups of academics and professionals as well as people in the community through the use of both formal and informal media, such as academic and professional journals, dissertations or research.
5.5.2 Doctoral degree (1) have the advanced statistical skills to study, summarize and propose recommendations to the complicated problems in public administration (2) have the effective communication skills appropriate with different groups of academics and professionals as well as people in the community through the use
of both formal and informal media, such as academic and professional journals, dissertations or research both at the national and international level.
* The institution may add desired characteristics of graduates to comply with the academic policy, uniqueness, and identity of the institution.
6. Related Professional Organization None
7. Program Structure 7.1 Master’s Degree Master’s Degree contains total credit course with aminimumof 36credits by being divided
into 2 plans as follows: 7.1.1 Plan Ais a study program focusing on research with thesis including: (1) PlanA1, do only thesis which is equivalent to a minimum of 36 credits. The
institution may require additional courses or other academic activities without credits but must have achievement as requirements of the institution.
(2) Plan A2, do thesis which is equivalent to a minimum of 12 credits and course study with a minimum of 12 credits.
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7.1.2 Plan B is a study program focusing on course study without thesis but it requires independent study with a minimum of 3 credits and a maximum of 6credits.
7.2 Doctoral degree Doctoral degree is divided into 2plans focusing on research for academic and professional
development as follows. 7.2.1 Plan 1 is a study plan focusing on research with the thesis that contributes to new
knowledge. The institution may require additional courses or other academic activities without credits but must have achievement as requirements of the institution as follows:
(1) Plan1.1the post grad students are required making thesis with a minimum of 48 credits.
(2) Plan1.2the bachelor students are required making thesis with a minimum of 72credits.
The thesis by 1.1 and 1.2 are required that same standard and quality. 7.2.2 Plan2is a study plan focusing on research with the thesis that contains high quality
and contributes to the academic and professional advancement; and requires additional course studies as follows:
(1) Plan2.1the post grad students are required making thesis with a minimum of 36credits and studying other courses with a minimum of 12 credits.
(2) Plan2.2 the bachelor students are required making thesis with a minimum of 48 creditsand studying other courses with a minimum of 24 credits
The thesis by 2.1 and 2.2 are required that same standard and quality.
8. Core Content of Program Core content of professional subjectspecification is determined by the review of the literature on international standard for public administration professionals, the brainstorming of experts in public administration, the brainstorming of curriculum administration, lecturers responsible for the curriculum, lecturers in public administration program of the entire country both at the undergraduate and graduate levels, including the brainstorming of public administration graduates’ users. The contentreflects knowledge that represents the 5 identity of public administration program including: (1) Organization and Management(2) Public Policy(3) Human Resource Management(4) Public administration Theory, and (5) Public Finance and Budgeting.Scope and substance of knowledge is details below.
8.1 Organization and Management The subjects cover the study of organization including emergence, form, structure, and chain of command of the organization which is public, private, non-governmental, or non-profit organization, as well as the study of organization design. The subjects also covers the study of
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human behavior in organizations, organization development, procurement management, quality management, knowledge and learning organization management, internal control and audit,risk management, leadership and teamwork, and management innovation, etc. 8.2 Public Policy The subjects cover the study of public policy process,research and analysis of public policy in various aspects, analysis and assessment of project feasibility, project planning and management, public choice determination,analysis of project impact, etc. 8.3 Human Resource Management The subjects cover the study of human resource management, human resource development, strategic human resource development,wage and salary management, performance evaluation and management,welfare services, recreation and employee relations, laws on human capital management of public sector, conflict management, etc. The organization means the public sector, private sector, or the organization that is neither public nor private sector. 8.4 Public Administration Theory The subjects cover the study of public administration theory, political philosophy, knowledge of politics, economics and sociology in national, regional and international level, public law,concept and theory of public administration, government fiscal,research methods in public administration,community enterprise management,introduction to entrepreneurship and public services,economic dimension and public administration,marketing for public administration, strategic management of new public management,preparation and delivery of public services,good governance and ethic of administrators, local government and administration, etc.
8.5 Public Finance and Budgeting The subjects cover the study of public finance and budget management, financial resources
management,investment analysis,public operators, government revenue and expenditure management, local finance and budgeting in public sector, local revenue and expenditure management,economy of local communities, etc.
The institution may add desired characteristics of graduates to comply with the
academic policy, uniqueness, and /or identity of the institution.
Each subject groups can be related to the learning outcomes (section 5) as follows. A. Subjects of Organization and Managementrelated to the learning outcomes in each
aspect as follows: Ethics and Moral: the above subjects aim to encourage management with transparency, fairness, reducing risk within the organization, instill ethics in management. This builds on the moral and ethical values to students and can be applied to administration of the organization.
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Knowledge:the above subjects will make the students understand principle of organization management and development as well as understand behaviors of organization members. The student can apply such principles in the management of the organization for solving problems in the organization and creating organization management innovation. Cognitive Skills: the above subjects will make the students understand principle of organization management and development as well as understand behaviors of organization members.The student can apply such principles in analysis and synthesis of complex situations in the organization, and apply such knowledge for research to management innovation. Interpersonal Skills: the above subjects will make the students understand relationships and behavior of individuals within the organization. The students can develop relationships with their colleagues and adapt to society and develop their leaderships. Numerical Analysis, Communication and Information Technology Skills:the above subjects will make the students have ability to choose proper information for organizational communication with individuals of each group, and to select proper statistics to present the organization management. B. Subjects of Public Policyrelated to the learning outcomes in each aspect as follows: Ethics and Moral: the above subjects will make the students understand the nature and process of public policy determination, public policy selection with most benefits to the people and the society. This will encourage the students to be responsible to the society, and recognize the benefits to the public. Knowledge:the above subjects will make the students understand the principles and processes of public policies, study and analysis of public policies. The students can apply the principle to explain public policies that have occurred in society, and suggest alternative public policies that lead to the creation of innovative public administration. Cognitive Skills: the above subjects will make the students have ability to understand the principles and processes of public policies, study and analysis of public policies,analyze and evaluate the feasibility of the project, plan and manage projects, define public options, and analyze project impacts. The students can apply the principle to analyze and synthesize policies and programs that take place both inside and outside the country, as well as can apply such knowledge to research for innovation in public administration. Interpersonal Skills: the above subjects will make the students have ability to understand relationships of individuals within public policy formulation and negotiation of alternative policy options.The students can understand the principles of negotiation and raise rationales and express critical opinion basing on the concept and theory of public policy. Numerical Analysis, Communication and Information Technology Skills:the above subjects will make the students have ability to analyze the needs of society that lead to the formulation of public policy options on empirical evidence and appropriately present them to various groups.
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C. Subjects of Human Resource Managementrelated to the learning outcomes in each aspect as follows: Ethics and Moral: the above subjects aim to encourage human resource management and development including fair reward and punishment, fair wages and compensation management, and fair performance assessment. This creates values and moral support to the students and leads to the fair human resource management. Knowledge:the above subjects will make the students have ability to understand the principles of human resource management, processes of human resource managementand development. The students can apply the knowledge and lead to human resource management innovation. Cognitive Skills: the above subjects will make the studentsunderstand the principles of human resource managementprocess and development. They can apply the principles in different situations to solve problems related to human resources of the organization. Interpersonal Skills: the above subjects will make the students have ability to understand the employee relations management and conflict management. They can apply and adapt in working. Numerical Analysis, Communication and Information Technology Skills:the above subjects will make the students have ability to analyze the needs of individual potential development and the needs of the organization to determine guidelines for human resource management and communicate to make understanding with others appropriately. D. Subjects of Public administration Theoryrelated to the learning outcomes in each aspect as follows: Ethics and Moral: the above subjects will make the studentshave understanding in management in consistent with the principles of good governance and ethics of administrators. This will make the students conform to the principles of good governance and have leaderships with ethics and moral. Knowledge:the above subjects will make the students have ability to understand principles and theory of political science and public administration, political contexts at the national, regional and international levels, law, political philosophy, public sector management, preparation and delivery of public services, and local management that contribute to sustainable development. The students are able to apply such knowledge to work and lead to the creation of innovative public administration. Cognitive Skills: the above subjects will make the studentsunderstand principles and theory of political science and public administration, political contexts at the national, regional and international levels, law, political philosophy, public sector management, preparation and delivery of public services, and local management that contribute to sustainable development. The subjects focus on analysis and synthesis of problems basing on research in public administration. The
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students are able to apply such knowledge to work and lead to the creation of innovative public administration. Interpersonal Skills: the above subjects aim to public sector management, preparation and delivery of public services,strategy for local government involving the opinions and needs of the community and local members.The students will have skills to work and learn about corporate social responsibility. They will have ability to offer their opinion on the situation appropriately.
Numerical Analysis, Communication and Information Technology Skills:the above subjects, especially the subject of research methods in public administration, allows the students to analyze problems, find solutions in an efficient way, show empirical evidence of explanation, and select proper tools to communicate about public administration issues.
E. Subjects of Public Finance and Budgetingrelated to the learning outcomes in each aspect as follows:
The subjects cover public finance and budgeting, financial resources management,investment analysis,public operators, government revenue and expenditure management, finance and budgeting risk management, local finance and budgeting, local revenue and expenditure management,economy of local communities, etc. Ethics and Moral: the above subjects allow the students have more understanding of public finance and budgetingboth at the national and local levels, transparency of fiscal and budget, risk on finance and budgeting. As a result, the students can develop their transparency habit in finance and budgeting operation, and create a sense of fiscal and budget responsibility. Knowledge:the above subjects will allow the students have more understanding ofprinciple of public finance and budgeting,investment analysis,government revenue and expenditure management. The students also can apply it in their own work and financial system. Cognitive Skills: the above subjects will allow the students have more understanding ofofprinciple of public finance and budgeting,investment analysis,government revenue and expenditure management. The students are able to understand the situation of finance and budgeting as well as suggest options for finance and budgeting that suit the economic system at the national, regional and international levels. Interpersonal Skills: the above subjectsallow the students can communicate and convey the finance and budgeting matters to public correctly basing on academic theory as well as listen to and comment on the situation about finance and budgeting appropriately.
Numerical Analysis, Communication and Information Technology Skills:the above subjectsallow the students can analyze economic figures and explain the situation about finance and budgeting appropriately, also present financial optionsbasing on empirical evidences.
9. Learning Strategy and Assessment
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To establish confidence in the quality of public administration graduates of the society and to meet the learning outcomes defined in qualification standard of public administration graduates, the institution needs to define learning strategy and assessment as guidelines follow.
9.1Learning Strategy refers to guidelines that the institution use to provide knowledge of the subjects to the students so that the public administration graduates will be proficient in the science and be professional in public administration as international standard as well as have moral attributes which are important in working and living in society. Learning strategy is divided into 2 levels including: learning strategy at course level and learning strategy at subject level.
9.1.1Course level learning strategy is prioritization of subject and determination of basic and compulsory subjects to suit the content of the course, and establishment of research focusing on new concepts or solutions related to public policy and public management in the context of Thai society. Therefore, public administration graduates quality all 5 learning outcomes of the course and qualify not lower than learning outcome standard defined in the framework for qualifications of public administration.
9.1.2Subject level learning strategy is prioritization of activity basing on course level learning strategy. The students will have knowledge and be able to apply it from analysis and synthesis and share their learning with the instructor and classmates both as recipients and presenters. They will also have professional competency as objectives of the course.The instruction is student-centered learning. It focuses on creating incentives to students. They will be encouraged to ask questions, to search for answers they want to learn and need to learn by themselves.Media and technology or innovations in learning will be used. Students and teachers participate in the exchange of knowledge. Teaching methods are including lectures, practical exercises, assignments, discussion, and case study or scenarios, and so on.
Example of student-centered learningstrategy: (1) Competency Based:this strategy focuses on a practical approach with a
combination of knowledge until the students can show their potential from learning and have practice skills for actual working.Models and methods of instruction are including lectures, practical exercises in the laboratory, professional experience training, learning from problems, observing and cooperative education, and so on.
(2) Problem Based:this strategy focuses on teaching methods that allow students to control their self-learning. Students learn to think and take action, define objectives and choose learning sources by themselvesunder the teacher’s advices. They are encouraged to solve problems rather than memorize contents of facts. Workgroup and social skill development will be promoted.
(3) Self-study:this strategy aims to allow the students to seek knowledge on their own, such as inquiry-based learning, discovery learning, problems solving learning, experiential learning which will be studied as individual or groups.
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(4) CCPR Model is instruction process that is consistent with the concept of creativity and productivity learning. It is including:
(4.1) Criticality-Based Instruction:this instruction aims to allow students to think, analyze, and develop their work from comments by making reports that reflect their own opinions after test with friends or teachers until those opinions are crystallized and conveyed through paperwork or other creative works.
(4.2) Creativity-Based Instruction: this instruction is developed from Research-BasedInstruction.It aims to allow students to create their works and develop for new ideas started by raising educational issues or issued about what should be developed, and then use research process to find solutions, create innovations or new knowledge to solve problems of public policy and public management under Thai society’s contexts.
(4.3) Productivity-Based Instruction:this instruction aims to allow students to create their own productivity in academic aspects, professional aspects and other materials.
(4.4) Responsibility-Based Instruction:this instruction aims to allow students to have a responsibility to society and the environment, recognize the value of culture and tradition, see problem of society and environment, and develop solutions
(5) Lecture and Discussion Method:this instruction focuses on transferring knowledge from the instructors, providing opportunity for the students to exchanges ideas or brainstorm on a particular subject related to the lesson.. Teachers can arrange for a discussion in various forms as appropriate to the content and behavior objective acquired for students, such as discussion in form of forum, seminar, symposium, small group,questioning-answering, debate, etc.
(6) Demonstration Method:this instruction allows students to notice procedures with previews including explanations. The students are encouraged to practice and raise questions at the same time. This allows students to learn how to practice so it is appropriate to the purpose of subject learning that wants the students to learn how to solve problems practically.
(7) Simulation: this instruction focuses on learning from the scenarios most similar to the actual event in both environment and interaction with role assignment, information and rules so that the students can practice troubleshooting and decisions from the circumstance faced, such as simulation of doing business, simulation game, etc.
As there are different models and methods of teaching, the instructor must consider the contexts of the students and choose the appropriate teaching approaches. The experts of Public Administration department provide guidelines on teaching models as follows:
Discussion, Lecture Seminar Inductive Instruction Case Study
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Field Teaching Study Visit / Field Trip Practice Job Training (including Coaching) Research-based instruction Problem-based instruction Independent study Learning from masters / philosophers Brain storming Summarization or presentation of assignment Self-learning Activities The institution may add desired characteristics of graduates to comply with the academic
policy, uniqueness, and /or identity of the institution. 9.1.3 Postgraduate instructionstrategies should focus on problem-based instruction and case
study. It also emphasizes on analysis, brainstorming, seminars, productivity creation, and research base as key strategies in teaching rather than lecturing in the class. 9.1.4 Doctoral instructionstrategies should focus on problem-based instruction and research-based instruction,seminar, productivity creation, innovation synthesis, self-learning, and then reflection on researches at seminars both inside and outside classroom.
9.2Learning Assessmentrefers to the measurement and evaluation of learning which need to be measured and evaluated to meet all 5 aspects of course learning outcomes standard.Technique or method can be taken in different approaches, such as written examination including mid-term exam, final exam, and quiz, self-study and research and presentation to the instructor and classmates, presentation on report, discussion, and classroom behavior measurement. Measurement in each aspect must be used a proper technique or method to make the assessment and evaluation of learning accurate and meet the expectations.
Assessment and evaluation must conform to the graduate and doctoral degree standard of Ministry of Education. The institution shall determine evaluation criteria and threshold for each subject with both criteria-based and group-based type. The evaluation criteria of each subject must be consistent with the objectives, learning and teaching methods of each subject, including the development of the students.
Example of learningassessment and evaluation: (1) Ethics and Moral: Observation of self-assessment, evaluation by classmates or
group, written examination, assignment evaluation. (2) Knowledge:Written examination, oral examination, practice examination, report
writing, and oral presentation.
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(3) Cognitive Skills: Written examination, oral examination, practice examination, writing reports, research and oral presentation.Observation of student comments, assignment that stimulates students’ knowledge processing.
(4) Interpersonal skills and responsibilities:Observation of behaviors, self-assessment, evaluation by classmates or group, evaluation of assignments and presentations.
(5) Numerical Analysis, Communication and Information Technology Skills:Written examination, oral examination, practice examination, student comments, and evaluation of assignments and presentations.
10. Thailand Qualifications Framework (TQF) Verification Institution must determine the system and mechanism of verification to confirm that all
students and graduates have learning outcomes of all 5 aspects as defined in graduate qualification standard of public administration program.
10.1 TQF Verification while students are studying For TQF verification at subject level, students should be assessed in both theory and
practice. Qualified committee must consider the appropriateness of the test and evaluation according to the instruction plan.
For TQF verification at course level,a quality assurance system should be set up within the institution to conduct the TQF verification and reporting.
10.2 TQF Verification after students graduated TQF verification after graduation of students should focus on continual achievement
research of graduates’ career and apply the research results to improve the learning process and curriculum inclusively and to evaluate the quality of courses and department.
The institute can determine guidelines for the verification as appropriate. Verification may be achieved by means of observation, monitoring, evaluation and interviews.To prove that the objectives of learning management are achieved, the institute must conduct to ensure that the expected learning outcomes are correspondingly understood and the instruction is conducted with achievement.
Verification strategy used in the institution includes the verification of answer sheets and assignments scoring, the course evaluation by lecturers, students, graduates, graduate users, and external evaluators, the report on skills of graduate users.
Verification may partially implemented by other higher education institutions that have educational cooperation. The institute will be responsible for TQF verification to ensure that standards are maintained on a regular basis.
11. Qualifications for Admission and Learning Outcomes Transfer
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11.1 Qualifications for Admission Applicants for master’s degree in public administration program must graduate at least
a bachelor degree or equivalent or vocational certificate and must have other qualifications as regulations of the institute. They must qualify by criteria of the higher education commission, Ministry of Education and / or the admission of the institute.
Applicants for doctoral degree in public administration program must graduate at least a master’s degree or equivalent or vocational certificate and must have other qualifications as regulations of the institute. They must qualify by criteria of the higher education commission, Ministry of Education and / or the admission of the institute.
11.2 Learning Outcomes Transfer The institute can transfer learning outcomes for those who qualify admission under the
graduate learning outcome transfer rules and provide recommendations about best practices in graduate learning outcome transfer as announcements / rules / regulations of the Ministry of University Affairs or the Ministry of Education and the institution that are effective in present time.
12. Teachers and Instructional Support Staffs
Teachers and instructional support staff must have qualifications and proportions according to the following criteria.
Master’s Degree
12.1Instructors must have the following qualifications.
12.1.1Instructors with master's degree in Public Administration or related field are required a minimum position of assistant professor in public administration or related field and have experience in teaching at undergraduate level in public administration at least five years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.1.2Instructors with doctoral degree in Public Administration or related field
12.2Instructors of the curriculummust have the following qualifications and numbers. 12.2.1Instructors with master's degree in Public Administration or related field are
required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education or;
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12.2.2 Instructors with doctoral degree in Public Administration or related field are required a minimum position of assistant professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least two years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.2.3 Announcement of the Ministry of Education regarding the effective standards of graduate program
12.2.4 Announcement of the Ministry of Education regarding the effective management guidelines of Thai qualifications framework for graduate program in higher education level
12.2.5 Guidelines for determining the number of curriculuminstructors as the effective guidelines of Thai qualifications framework for graduate program in higher education level
12.2.6 The effective guidelines on qualification of curriculuminstructors 12.2.7 Announcement of higher education commission regarding the effective
guidelines on requisition of start and implementation of degree programs in distance education system
12.3 Instructors responsible for the curriculummust have the following qualifications and
numbers.
12.3.1 Instructors with master's degree in Public Administration or related field are required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.3.2 Instructors with doctoral degree in Public Administration or related field are required a minimum position of assistant professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least two years, and have researches that are not parts of the graduation at least two subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.3.3 Announcement of the Ministry Education, the higher education commission, and related guidelines
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Doctoral degree
12.1 Instructors must have the following qualifications.
12.1.1 Instructors with master's degree in Public Administration or related field are required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least three subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.1.2 Instructors with doctoral degree in Public Administration or related field are required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least three subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.2 Instructors of the curriculummust have the following qualifications and numbers. 12.2.1 Instructors with doctoral degree in Public Administration or related field are
required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least five years, and have researches that are not parts of the graduation at least four subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.2.2 Announcement of the Ministry Education regarding the effective standards of graduate program
12.2.3 Announcement of the Ministry Education regarding the effective management guidelines of Thai qualifications framework for graduate program in higher education level
12.2.4 Guidelines for determining the number of curriculuminstructors as the effective guidelines of Thai qualifications framework for graduate program in higher education level
12.2.5 The effective guidelines on qualification of curriculuminstructors 12.2.6 Announcement of higher education commission regarding the effective
guidelines on requisition of start and implementation of degree programs in distance education system
12.3 Instructors responsible for the curriculummust have the following qualifications and
numbers.
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12.3.1 Instructors with doctoral degree in Public Administration or related field are required a minimum position of associate professor in public administration or related field and have experience in teaching at undergraduate or graduate level in public administration at least eight years, and have researches that are not parts of the graduation at least four subjects published in accordance with regulations of the Office of Civil Service Commission on Institutions of Higher Education.
12.3.2Announcement of the Ministry Education, the higher education commission, and related guidelines
12.4Special instructorsare requiredat least master’s degree in Public Administration or related field orbeing professionals or specialists or those with direct professional experience or related to the profession of Public Administration.
12.5Proportion of regular instructor per full-time student is equivalent to the higher education commission’s standard on quality assurance in higher education level which is 1 to 5 in case of a thesis primary advisor for master’s degree and doctoral degree students, and 1 to 10 in the course with potential instructors, depending on the discretion of the institution.For independent study of graduate students, the proportion of instructor per full-time student must meet the higher education quality assurance standard of the higher education commission which is 1 to 15. For advisor of both thesis and independent study, 1 thesis student is equivalent to 3 independent study students. This shall be inclusive of students who have not graduated in the meantime.
12.6 Instructors graduated in related subjects must be in one of the fields as specified in ISCED database in section 3 which are Social Science, Business and Law, including clause31, 34and 38 or in the fields reflecting the identities and subjects of curriculum.
12.7 Support staffs should have number and educational qualifications as well as other qualifications in terms of knowledge, abilities and specific skills suit to the requirements and necessities of the educational management.
13. Resources for Instruction and Administration The institution should support and organize resources to achieve the objectives of instruction
according to below graduate qualifications. (1) Classrooms, audio-visual equipments, and modern teaching materials are adequate in
good condition and available to facilitate learning, teaching, and reviewing lessons effectively. (2) A laboratory of public administration information is available for training, practicing in
public administration appropriately and in consistent with the course instruction management. (3) Library, databases, other knowledge sources are available with facilities for knowledge
searching and is continually improved and updated to meet the requirements and sufficient to the number of students.
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(4) Place, equipment, and medium for instruction are conducive to learning outside the classroom.
(5) Physical environment within the institution is managed for hygienic and safe.
Preparation to support the curriculum instruction shall be in accordance with: (1) Announcement of the Ministry Education regarding the effective standards of graduate
program on course accreditation (2) Announcement of higher education commission regarding the effective guidelines on
requisition of start and implementation of degree programs in distance education system (3) Announcement of the Ministry Education regarding the standards of graduate program,
standards in mission of higher education administration, standards in the creation and development of knowledge-based society and society of learning.
14. Instructor Development The institution should provide a mechanical system for developing instructors to achieve the
objectives of performing its mission as defined in graduate qualification standards of public administration program as follows.
(1) Provide orientation for new instructors to get aware of policy, philosophy, engagement, curriculum, and objective of educational management, regulation, potential academic and professional development guideline, and academic position approaching
(2) Provide training on strategies and methods of teaching, measurement and evaluation of learning and research to develop teaching and learning, cognitive research, and institutional research
(3) Provide ongoing instructors development with a clear master plan of development, monitoring and evaluation as well as apply the results for further improvement
(4) Support, encourage and offer incentives for instructors to make academic research and creative work with quality and ability to be published on both national and international level
(5) Provide knowledge management for knowledge sourcing, sharing and exchanging both inside and outside the institution
15. Quality Assurance on Curriculum and Instruction The institute that provide public administration program must have quality assurance on
curriculum and instruction according to graduate qualification standard on public administration program by defining the main indicators andgeneral performance goals according to the institute educational quality assurance standardor the indicators below.
(1) At least 80% of course instructors involve in planning, monitoring, and reviewing of program performance.
(2) Course description as TQF.2form is corresponding to the graduate qualification standard in public administration department.
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(3) Subject description and field experience (if any) as TQF.3and TQF.4 form is prepared at least before starting instruction of all subjects.
(4) Report of implementation and field experience (if any) of all subjects as TQF.5and TQF.6 form is completely prepared within 30 days from the end of the final semester.
(5) Report of course implementation as TQF.7 is prepared within 60 days after the end of academic year.
(6) Verification of student achievement according to learning outcomes defined in TQF.3 and TQF.4 (if any) at least 25% of the subjects offered in each academic year is conducted.
(7) Instruction management, instruction strategy or learning evaluation is developed / improved from the performance evaluation reported in last year TQF.7.
(8) All instructors (if any) are provided orientation or guidance on instruction management. (9) All full-time instructors are provided academic development and / or professional
development at least once a year. (10) At least 50% of instructional support staffs are developed in instruction and others knowledge
annually. (11) Satisfaction level of students to the instruction quality and supporting resources of the
program is not less than 3.5of5. (12) Satisfaction level of users to the new graduates is average of at least 3.5 of 5. The institution may set additional indicators to be consistent with the mission and objectives
of the institution or the higher target to raise the standards of their own by defining in the course description. The institution certified public administration graduate qualification standard is required to achieve the target of indicator 1-5 and have performance result at least 80% of the total in good level consecutively 2 years prior to certification.
16. Taking Graduate Qualification Standards into Practice
The institution intending to provide or improve graduate degree program in Public Administration should proceed as follows:
(1) Consider the availability and capacity of education course management on various topics as defined in graduate qualification standards of Public Administration department
(2) Appoint a committee of public administration graduate program development as defined in graduate qualification standards of Public Administration department, which consists of at least 5people including at least 2 people of course responsible instructors, 3 people of expert or specialist in the field of public administration and at least 2 of themare the outsiders. This is in order to develop courses in accordance with the qualification standards of master’s degree and doctoral degree in Public Administration program with the subject of the course at least as defined in TQF. 2 regarding details of the course
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(3) To develop public administration program for graduate level under clause (2), on the topic of the expected learning outcome standards, in addition to learning outcome standardsdefined in the qualification standards of Public Administration department, the institution may add the required learning outcomes for superior specification or characteristic of graduates in public administration than other institutions. This also adheres to the philosophy and engagement of the institution and be of interest to the person choosing courses of the institute. Curriculum mapping should show what aspects that each subject of the course have main or secondaryresponsibility to learning outcome standard.
(4) Prepare subject description, field experience description (if any) as defined in curriculum with topic at least shown in TQF.3 (Subject Description) and TQF.4 (Field Experience Description) respectively, and clearly present the expected learning results in the subject
(5) The institute must offer courses and course descriptions to the institute council for operation approval. The institute council should establish systems and mechanisms of the preparation and approval of the course, course description and field experience description (if any) explicitly.
(6) The institute must propose the course description approved or endorsed by the institute council to the higher education commission within 30 days after the institute council approval.
(7) When the institute council approved or endorsed according to clause (5) then each course instructor is assigned to implement instruction as strategies and assessment defined in course description, subject description and field experience description to achieve the expected learning outcomes of public administration program.
(8) At the end of the instruction, assessment and verification of learning outcomes for each subject and field experience (if any) in each semester, the instructors shall prepare a report of subject action including the assessment and verification of learning outcomes of their responsible subject with problems and suggestions with titles at least defined in TQF.5 (Report of Subject Action) and TQF.6 (Report of Field Experience Action) (if any), the instructors responsible for the course shall process/analyze performance and effectiveness, and prepare an annual report of overall course action at the end of the academic year with at least topics defined in TQF.7 (Report of Course Action) for use in the improvement and development of teaching strategies, assessment strategies and problem solving, as well as the improvement of course or instruction if necessary.
(9) At the end of the course, a report of course action must be prepared with title and description at least defined in TQF.7 (Report of Course Action) as well as a report of course action in each academic year. The efficiency and effectiveness of overall course administration must be analyzed if the graduates achieve the learning outcomes as expected or not. The results of the analysis must also be used for improvement and development of the course and the course action.
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17. Dissemination of courses with quality and standard of the national higher education qualifications standards which is recorded in Thai Qualifications Register(TQR)
Shall be in accordance to the announcement of the Ministry of Education regarding the Qualification Framework for Higher Education Act B.E. 2552 and the announcement of the higher education commission regarding the guidelines for operating the Qualification Register for Higher Education Act B.E. 2552
- Ph.D. in International Development Policy and Management (Governance), University of Manchester, UK, 2012 - รป.ม., มหาวทยาลยรฐประศาสนศาสตรไทย, 2553 - รป.บ., มหาวทยาลยรฐประศาสนศาสตรไทย, 2544
- Ph.D. (Social Science and Policy), The University of New South Wales, Australia, 2005 - รป.ม., มหาวทยาลยรฐประศาสนศาสตรไทย, 2544 - รป.บ., มหาวทยาลยรฐประศาสนศาสตรไทย, 2538
- Ph.D. in International Development Policy and Management (Governance), University of Manchester, UK, 2012 - รป.ม., มหาวทยาลยรฐประศาสนศาสตรไทย, 2553 - รป.บ., มหาวทยาลยรฐประศาสนศาสตรไทย, 2544
- Ph.D. (Social Science and Policy), The University of New South Wales, Australia, 2005 - รป.ม., มหาวทยาลยรฐประศาสนศาสตรไทย, 2544 - รป.บ., มหาวทยาลยรฐประศาสนศาสตรไทย, 2538
Key concepts and theories on public policy and administration; organizational, social, and political theories; meanings, structures and functions of public service in all its forms, ethics and public management. ปปศศ XXX ระเบยบวธวจยขนสง 3(1-4-4) Advanced Research
Principles and concepts for advanced research method in public policy and public management literature review for advanced research, conceptual framework building and synthesis for advanced research, research design for quantitative and qualitative method, mix methodology, research proposal, data collection planning, data analysis and synthesis, research project evaluation, report writing, research Ethics.
ปปศศ XXX นโยบายและการจดการการคลง 3(3-0-6) Fiscal Policy and Management
Fiscal theory, fiscal policy, public income, public expenditure, fiscal instrument and fiscal policy implementation, analyze the effect of fiscal policy in public resources distributive/ economic stability and economic growth.
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ปปศศ XXX การจดการทนมนษยภาครฐ 3(3-0-6) Human Capital Management in Public Administration หลกการ ทฤษฎ และ แนวคดเกยวกบการจดการทนมนษยภาครฐ พฒนาการของการบรหารงานบคคลภาครฐ พระราชบญญตระเบยบบรหารราชการพลเรอน กลยทธการจดการทนมนษย บทบาทและหนาทหลกของฝายทรพยากรมนษย การวเคราะหองคการเพอการเลอกใชกลยทธในการบรหารคนทเหมาะสม การจดโครงสรางตาแหนงงาน การวางแผนกาลงคน การสรรหาและคดเลอกกาลงคนใหเหมาะสม การวางแผนอาชพ การบรหารคาตอบแทนแบบจงใจเพอการแขงขน การประเมนบคคลและการประเมนผลการปฏบตงาน การพฒนาศกยภาพทรพยากรบคคล เทคนคการจดการและการพฒนาทนมนษยเชงกลยทธ จรยธรรมทเกยวของกบการจดการทนมนษยภาครฐ Principle theory and philosophy of human capital management in public sector, development of human resources administration in public sector, civil servant administration act, human capital management strategy, the role and responsibility of human resources, analyze and strategize human resources in organization, reorganization workforce plan, recruitment and selection for an organization, and employment planning, salary based performance, evaluate human resources and workforce. Competency based performance, human resources competency based, strategize human resources development and management, and human ethics in public sector. ปปศศ XXX ประเดนนโยบายสาธารณะเชงวพากษ 3(3-0-6) Critical Public Policy Issues
ประเดนนโยบายสาธารณะผานมมมองเชงวพากษ สาระและสภาพแวดลอมของนโยบายสาธารณะ การนาเสนอแนวทางในการพฒนานโยบายสาธารณะจากฐานของการวพากษและประเดนจรยธรรม Public policy issues through critical view, content and context of public policy, presentation on concept from critical view for policy development and ethical issues. ปปศศ XXX การศกษาดงานดานนโยบายสาธารณะ 3(1-4-4) Public Policy Site Visit นโยบายสาธารณะเปรยบเทยบกรณตางประเทศและประเทศไทย การกาหนด การนาไปปฏบต การประเมนผลนโยบายสาธารณะและแผน ปญหาเศรษฐกจ สงคม สงแวดลอม กฎหมาย และการเมอง ผลกระทบตอนโยบายสาธารณะและการพฒนากลยทธในการบรหารนโยบาย
Comparative public policy study between international countries and Thailand about formulation implementation and evaluation of public policy and planning process economic, social, environmental, law, politics problems and its effect to the public policy strategic development in public policy deployment.
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ปปศศ XXX การกาหนดนโยบายสาธารณะจากปญหาเขตเมองและชมชน 3(3-0-6) Community and Urban Problems in Public Policy Formulation
Principle theory and philosophy of the problem in urban and rural communities and the role of public and private sector, local administration organization, and civil society.Internal and external factors and recommendation that relevant to the problem in the urban and rural areas. ปปศศ XXX นโยบายการศกษาเพอการพฒนาทรพยากรมนษย 3(3-0-6) Educational Policy for Human Resource Development หลกการ ทฤษฎ และปรชญาการศกษา การจดการศกษาในระดบพนฐาน ระดบอดมศกษา และสายวชาชพ บทบาทภาครฐ ภาคเอกชน องคกรปกครองสวนทองถน และภาคประชาชนในการจดการศกษา การกาหนดนโยบายการปฏรปการศกษา และการนานโยบายไปปฏบต ความสอดคลองของการจดการศกษากบการสรางขดความสามารถในการพฒนาการเมอง คณธรรมและจรยธรรมกบนโยบายการศกษาเพอการพฒนาทรพยากรมนษย Principle theory and philosophy of education for human resource development, philosophy of education management in higher education , vocational education public, private and local administration organization roles for educational administration, national education policy and plan formulation educational policy implementation aligned with education administration and value creation for human resource development ethics and policy for human resource development. ปปศศ XXX นโยบายสาธารณะเพอการพฒนาคณภาพประชากร 3(3-0-6) Public Policy for Population Quality Development แนวคดและหลกการเกยวกบการพฒนาคณภาพประชากร แนวการวพากษปญหาคณภาพชวตประชากร กระบวนการวเคราะหนโยบายเพอการพฒนาคณภาพประชากร อทธพลของสภาพแวดลอมทมผลตอนโยบายเพอการพฒนาคณภาพประชากร การกอรปนโยบายเพอการพฒนาคณภาพประชากร การกาหนดนโยบายและการนานโยบายเพอการพฒนาคณภาพประชากรไปปฏบต กลไกสาคญในการนานโยบายไปปฏบตใหบรรลผล การประเมนผลนโยบายเพอการพฒนาคณภาพประชากร บทบาทของผมสวนรวมในนโยบายเพอการพฒนาคณภาพประชากร การสงเสรมการมสวนรวมของประชาชนในกระบวนการนโยบายเพอการพฒนาคณภาพประชากร แนวทางการพฒนาคณภาพประชากร Principle theory and philosophy of quality of life development, critical thinking of problems the quality of life, analyzing process of policy in developing quality of life the
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influential factors in policy formulation in developing quality of life policy formulation and implementation of the policy mechanism in successful implementation evaluating quality of life development policy roles of stakeholders in developing policy promoting community participation in formulating quality of life development policy. ปปศศ XXX นโยบายการพฒนาเศรษฐกจและสงคม 3(3-0-6) Social and Economic Development Policy ทฤษฎและแนวคดสาคญเกยวกบการพฒนาเศรษฐกจและสงคม อทธพลของสภาพแวดลอมภายในและภายนอกตอนโยบายการพฒนาเศรษฐกจและสงคม ปญหาและแนวทางการแกปญหาจากการดาเนนนโยบายการพฒนาเศรษฐกจและสงคม Social and economic development theory, the influent of inside and outside environment that affect to social and economic development policy, the problem and the solution of social and economic development policy implementation. ปปศศ XXX การศกษาอสระสาหรบนกนโยบาย 3(1-4-4) Independent Study for Public Policy Makers นโยบายสาธารณะ การบรหารงานภาครฐและนโยบายสาธารณะ Public policy , public management and public policy. ปปศศ XXX การวจยเชงคณภาพ 3(1-4-4) Qualitative Research
ปรชญา ความหมาย ววฒนาการ กระบวนการทาวจยเชงคณภาพ ทฤษฎทเกยวของกบการวจยเชงคณภาพ จรยธรรมการวจย เทคนคการทาวจยเชงคณภาพตางๆ เชน การทาวจยเอกสาร การสงเกตการณ การสมภาษณแบบเจาะลก การประชมระดมสมอง การสนทนากลม การศกษาเฉพาะกรณ ระเบยบวจยเชงคณภาพ การวเคราะหและสงเคราะหขอมลเชงคณภาพ การรายงานผลการวจยเชงคณภาพ The philosophy, meaning, evolution, process in qualitative research, relevant theory of qualitative research, research ethic, various techniques of the qualitative research such as documentary research, observation, in-depth interview, brainstorming, group interview, and case studies, research methodology, data analysis for qualitative research, report writing. ปปศศ XXX วทยานพนธ 36(0-144-0) Dissertation การออกแบบโครงการวจยเพอการแกปญหาและพฒนาองคการภาครฐ การประยกต ความรดานนโยบายและการบรหารงานสาธารณะเพอการวจย การดาเนนการวจย การเรยบเรยงวทยานพนธ การเสนอวทยานพนธ จรยธรรมในการวจย การเรยบเรยงวทยานพนธเพอเผยแพรเชงวชาการ จรยธรรมในการเผยแพรผลงานวชาการ
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Research proposal’s design for problem solving and public organizational development, application of public policy and administration for research, research process, compilation, proposed dissertation, research ethics, dissertation for academic publishing, ethic in academic publishing.
วรเดช จนทรศร. การนานโยบายไปปฏบต. กทม.: หจก.สหายบลอกและการพมพ, พ.ศ.2543 ภาษาองกฤษ Dye, Thomas R. Understanding Public Policy 11th ed., N.J. : Pearson Education , 2005. Dunn,William N. Public Policy Analysis: An Introduction. N.J.: Prentice Hall, Inc. 1981. Hill, Michael. The Policy Process : A Reader.Hertfordshire : Harvester Wheastheaf.1993. Parsons, Wayne. Public Policy : An Introduction to the Theory and Practice of Policy
Analysis. Cambridge : University Press. 1995. Shafritz , Jay M. & Hyde , Albert C. Classics of Public Administration. Wadsworth :