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The purposes of this research were 1) to study the conceptual framework of the academic management of autonomous higher education institutions, and the conceptual framework of Transversal competencies 2) to study the current and the desirable states of the academic management strategies of autonomous higher education institutions based on the concept of Transversal Competencies; and 3) to develop academic management strategies of autonomous higher education institutions based on the concept of Transversal Competencies. The research applied a multiphase mixed method approach. The sample groups used in this study were 24 Autonomous Higher Education Institutions. The questionnaire was completed by Dean, Associate Dean for Academic Affairs, Associate Dean for Student Affairs, Head of the Department, and Instructors were 448 people.The research instruments included the conceptual framework’s evaluation form, the questionnaire, and the evaluation form of the drafted strategies. The statistical analyses of data were frequency distribution, percentage, arithmetic mean, standard deviation, and the priority needs index (PNImodified).
The research findings were the following: 1) the conceptual framework of the academic management of autonomous higher education institutions composes of four elements which were (1) Curriculum development, (2) Instructional management, (3) Student affairs, and (4) Learning measurement and evaluation. The conceptual framework of transversal competencies composes of 5 competency domains including (1) Critical and Innovative Thinking, (2) Interpersonal skills, (3) Intrapersonal skills, (4) Global Citizenship, and (5) Media and Information Literacy. 2) The current state of the academic management of autonomous higher education institutions based on the concept of Transversal Competencies was overall at the moderate level. When considering each element of the academic management, instructional management was the highest average. The desirable state was overall at the highest level. When considering each element of autonomous higher education institutions based on the concept of Transversal Competencies, curriculum development was the highest average. 3) Four main management strategies, twelve sub-strategies, and thirty-seven activities of operation were developed. Four management strategies were (1) To accelerate the development of curriculum based on the concept of Transversal Competencies; Sub-strategies were 1.1) Increasing the curriculum aims to develop Intrapersonal skills, Media and Information Literacy and Critical and Innovative thinking; 1.2) Improving the curriculum implementation in teaching and learning to strengthen Critical and Innovative thinking and Intrapersonal skills. 1.3) Strengthening the strengths of the curriculum implementation in teaching and learning to develop Interpersonal skills (2) To raise the level of instructional management based on the concept of Transversal Competencies; Sub-strategies were 2.1) Adjusting the teaching and learning activities that integrate Critical and Innovative thinking and Intrapersonal skills; 2.2) Enhancing the instructors’ potential to be able to apply the technology in designing the Active Learning to promote Intrapersonal skills and Media and Information Literacy; 2.3) Strengthening the teaching and learning plan by developing a conducive environment to enhance Interpersonal skills at all times; (3) To transform the student affairs based on the concept of Transversal Competencies; Sub-strategies were 3.1) Adjusting ways to organize the extracurricular activities for student development by promoting learning from practices that lead to Critical and Innovative thinking and knowledge of Media and Information Literacy; 3.2) Adjusting ways to organize the cooperative education by emphasizing on the selection of external agencies that are successful in the development of Media and Information Literacy, Intrapersonal skills and Critical and Innovative thinking; 3.3) Strengthening the strengths in organizing activities within the curriculum to develop students towards learning outcomes that focus on Interpersonal skills; and (4) To reform the learning measurement and evaluation based on the concept of Transversal Competencies; Sub-strategies were 4.1) Adjusting ways to utilize the results of learning measuremenet and evaluation to result in Critical and Innovative thinking, Global citizenship, Intrapersonal skills and Media and Information Literacy; 4.2) Supporting the measurement and evaluation of the learnining outcomes that aim towards Global Citizenship, Critical and Innovative thinking and Intrapersonal skills; and 4.3) Strengthening the measurement and evaluation of the learning outcomes that aim towards Interpersonal skills by promoting the use of technology. |
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