Need of pursuing doctoral degree in Research Buddhism and Philosophy Mahamakut Buddhist University Isan Campus

Abstract

Abstract

The purpose of this research is to study the demand to continue study on Buddhism and Philosophy program in Research Buddhism and Philosophy Doctoral degree, Mahamakut Buddhist University Isan Campus and opinions related to the necessity and the importance of this curriculum. The sample of this research includes 385 people – they are the master’s degree graduate students, officers of National Office Buddhism and the personnel of Ministry of Culture in the twenty provinces Northeastern region. The questionnaire is a tool on collecting the data. The data analysis was percentage, means and standard deviation. The results of the study were as follows:

For all 385 people, there were 314 persons (78.6%) willing to study in Doctoral degree of Research Buddhism and Philosophy program. The majority of this sample was male with the age-group of 31 to 40 years old, working as officers and administrators of National Buddhism Office. They had working experience rage 6 to 10 years. The 56.90% of sample desired to study in Doctoral degree of Research Buddhism and Philosophy program without delay. The 67.30% of sample planned to undertake coursework and do dissertation. The 77.7% required to have a class schedule weekend 08.30 a.m. to 05.10 p.m. The 53.80% of sample needed the classroom lecture and 48.1% of sample desired to study with visiting famous foreign lecturers. The 91.7% of sample needed both domestic and international fieldtrips. The 74.8% of sample required the entrance examination and interview. The need of pay package tuition fee each semester was 56.9% and 46.20% for the need of common room with fast free internet wi-fi.         

The attitude of these respondents that doctoral degree in Research Buddhism and Philosophy Mahamakut Buddhist University Isan Campus must be developed in order to respond to the need of National Buddhism office and Ministry of Culture was at the highest level. The attitude of respondents toward the curriculum was at the highest-level ranging from the highest means to the lowest ones. Social skills, learners' competence and working skills and quality of life self-development needed to be developed as well.