Approaches for Academic Administration Develop of Bachelor of Economics Program, Chulalongkorn University Base on the Concept of ICT literacy
แนวทางพัฒนาการบริหารงานวิชาการหลักสูตรเศรษฐศาสตรบัณฑิต คณะเศรษฐศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย ตามแนวคิดความฉลาดรู้ไอซีที (ICT literacy)
Keywords:
Academic Administration, ICT literacy, Bachelor of Economics ProgramAbstract
The purposes of this research were to: 1) study the present, the desirable and the priority needs of academic administration development of Bachelor of Economics program, Chulalongkorn University base on the concept of student ICT literacy; and 2) propose the approaches for academic development of Bachelor of Economics program, Chulalongkorn University base on the concept of ICT literacy. The research informants consisted of 44 administrators and professors, and 221 students, 265 informants in total. The sample population was determined using the Krejcie & Morgan table from the entire target population 51 administrators and teachers, and 502 students from the Bachelor of Economics program, who studied in the 1st to 4th year, in the academic year 2019. The research instruments were rating scaled questionnaires and rating-scale evaluation forms for appropriability and possibility. The data were analyzed by frequency distribution, percentage, mean, standard deviation, PNImodified, content analysis and mode.
The results were as follows. 1) The present, the desirable states of academic administration development of Bachelor of Economics program, Chulalongkorn University base on the concept of student ICT literacy were at a medium level and a high level respectively. And priority needs index (PNImodified) of academic administration, was teaching and learning. This was followed by curriculum development and evaluation of teaching and learning, respectively. 2) approaches for academic administration development of Bachelor of Economics program, Chulalongkorn University base on the concept of ICT literacy comprised 3 approaches and 6 sub-approaches: 1) Development of teaching and learning with 2 sub-approaches; 2) Curriculum development with 2 sub-approaches; 3) Evaluation of teaching and learning with 2 sub-approaches.
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