Stakeholders' Needs Regarding Learning Outcomes Based on Graduate Qualification Standards and Learning Approaches of The Master of Education Program in Educational Evaluation and Research, Ramkhamhaeng University

Abstract

   This study aimed to 1. investigate and prioritize stakeholders’ needs regarding graduate-level learning outcomes and identify preferred learning approaches in the Master of Education Program in Educational Evaluation and Research at Ramkhamhaeng University, and 2. design the expected program learning outcomes (PLOs) for the revised curriculum. The target group comprised 74 stakeholders, consisting of 32 internal and 42 external individuals. The research instruments included a dual-response needs assessment questionnaire and open-ended questions, which yielded an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00 and a reliability coefficient of 0.87. Data were analyzed and prioritized using the Modified Priority Needs Index (PNI_Modified). For the second phase, the key informants were eight curriculum development committee members. The research instrument was a focus group discussion guide, for which all items yielded an IOC value of 1.00. Qualitative data were analyzed using content analysis.

   The findings revealed that: 1. stakeholders' priority needs regarding the program's graduate qualification standards were classified into four domains: knowledge, skills, ethics, and personal characteristics. The highest modified priority needs index was located within the skills domain, specifically regarding the design and selection of research and evaluation tools to obtain accurate results aligned with research problems (PNI_Modified = 0.26). In terms of learning approaches, six approaches were reported by at least 50% of the informants: research-based learning (75.00%), experiential learning (75.00%), case-based learning (62.50%), active learning (50.00%), self-reflection (50.00%), and the integration of teaching and learning with external organizations (50.00%). 2. The expected PLOs of the Master of Education Program in Educational Evaluation and Research (Revised Curriculum B.E. 2570), derived from the focus group discussions, comprised five PLOs that were considered to cover the graduate qualification standards aligned with stakeholder demands.