4.2 Analysis of Tutors’ Online Survey Results The analysis for the results from the tutors’ survey will only focus on the following three questions (Figure 6). The results from the tutors’ survey showed 100% positive responses for all 3 questions. This is not surprising as tutors understand the importance and relevance of feedback for students so that their students can revise and improve on their work such as the resume and email cover letter drafts. This is supported by Hyland (2003), cited in Hyland and Hyland (2006), where she stated that “Tutors’ written feedback plays a significant role in providing a reader reaction to students’ effort in writing, helping them to be better writers and to justify the grade given to the students”. This was also supported by the tutors’ qualitative feedback such as the following, “Facilitation, discussion, and lots of questioning and critical thinking for active student participation were useful”, “In-class consultation sessions for the assessments were very useful and important for the students to revise their work” and “Giving feedback plays an integral part in the formative assessment as it allows students to revise and improve on their drafts.” Question Strongly Agree + Tend to agree (%) 3. The use of classroom activities (including giving 100% feedback) is effective in helping students learn about the writing of resume and cover letter and interview skills. 4. Consultations held (in class, via email, or online) are 100% effective in helping students learn about the writing of resume and cover letter and interview skills. 9. Consultations held (in class, via email, or online) are 100% effective in helping students learn about the writing of individual research proposal, group dynamics and group presentation. Figure 6. Summary of tutor’s end of semester e-Survey 4.3 Analysis of Students’ Performance in the Subject In the analysis of the subject’s peformance, the most significant factor was the increase in A grade for the cover letter assessment for the Enhancing Your Employability unit (EYE). In the semester that this research was done, 48.7% of students achieved an A grade for the cover letter component, an increase of 7.9% (from 40.8% to 48.7%), from the corresponding semester. There was also a notable increase of 4% in the percentage of A grade for the resume assessment from 98
the corresponding semester (from 37.2% to 41.2%). The possible reasons for the significant increase in A grade for the cover letter and resume assessment could be attributed to the following: (1) favourable practice of tutor consultation in Weeks 2, 3 and 4 for the students’ job advertisement analysis, draft resume and email cover letter as this gave students the opportunity to clarify doubts and revise their work before submission. This is supported by the quantitative and qualitative results from the surveys administered to students and staff (Figure 5, Figure 6 and Sections 4.1 and 4.2). In addition, student and staff feedback over the past semesters for the subject and EYE unit have consistently showed that the practice of feedback in the form of tutor consultation for draft resume and email cover letter has been favourable. There was also an 8% increase in the number of A grade for the interview skills assessment (from 49.8% to 41.8%) from the corresponding semester. This could be attributed to the positive survey results from students who benefited from the tutor’s feedback in their practice interviews in class activities. This is also supported by students’ qualitative feedback such as, “Yes, my tutor’s feedback helps me build up my self-confidence and the tips on going through an interview with a positive mindset”, “CCOM activities were interactive and simulated my learning and interest for this subject”, “The practices and tutor’s feedback in class helped me to identify potential mistakes that I will make”, “The class activities and my tutor’s feedback during the interview skills practice boost my confidence and also prepared me for the interview skills assessment”, “My tutors have guided me on how to use the proper way and techniques to write my resume and prepare for job interviews through feedback consultation sessions” and “The practices for us to do ourselves and teacher who will monitor on our performance, telling us how to improve our answers were helpful”. 5 Limitations of Study One limitation of the study that arose from the student’s survey was that a small minority of the students; about 6%, indicated that the drafting and consulting sessions for the Enhancing Your Employability unit were not as useful. This group of students would prefer more useful and strategic consultation sessions for this unit. Qualitative feedback from a student supported the above data, “For the consultation, it is better if students are allocated a timing so everyone gets a chance to consult. For my group, it’s always the last group and we barely have time to consult properly for our work as we got to rush for the next lecture.” This suggests that whilst students view feedback as being useful and important, the implementation of giving feedback for example, through tutor consultation could be improved. In the above student’s feedback, they felt they did not have sufficient time for the tutor to address 99
their concerns and felt disadvantaged. It is suggested that tutors could provide more constructive feedback during consultations and that there could be a more structured way of allocating time for giving feedback so that every student gets an equal opportunity to receive feedback from the tutor during consultations in class. This improved and structured way of giving tutor’s feedback could ensure that all students (1) keep to a time limit during the allocated session, (2) list down their questions prior to their consultations and (3) follow up on additional queries via other methods should they exceed the time limit. In addition, tutors would need to ensure that the above students’ concerns are kept at bay by monitoring themselves during these feedback sessions. In addition, tutors could manage the time better by addressing general feedback to the class, for example, by highlighting common mistakes, going through the feedback checklists and marking rubrics at the start of each lesson so that students have a clear idea of what is required of them. This helps to ensure that students ask focused questions from their tutors during consultations. Another limitation of this research is that due to the large student population, this project was unable to accurately determine if the students’ revisions on their draft assignments as a result of tutor’s feedback, had led to better student’s performance. More focused surveys and interviews would need to be conducted in order to determine this correlation. Thus, the analysis could only focus on the results from the two survey questionnaires and correlate it to the overall subject performance. 6 Conclusion The results from this research show that tutor feedback plays a very important role in the language classroom and greatly influences student’s performance. The survey results from the students and tutors attest to this. However, the results also show that there are limitations to the current tutor feedback format, such as time constraints and whether the tutor’s feedback had led to students’ revisions and thus resulted in better student’s performance. Although there was no explicit feedback by the students on the use of the feedback checklists, informal conversations with tutors showed that not all students understood them fully. In addition, some tutors did not explain the implications from the feedback checklists and how the students could use them for their revisions. Nevertheless, despite these problems, this research has shown that students value tutors’ feedback on their drafts as much as the tutors themselves. Further research could include in-depth interviews with both tutors and students, which then can help researchers propose improvements to feedback strategies employed by tutors. 7 References Bitchener, J. & Knoch, U. (2009). The contribution of written corrective feedback to language 100
development: A ten-month investigation. Applied Linguistics, 31, 193-214. Engler, C. S., Mariage, T. V., & Dunsmore, K. (2006). Tenets of sociocultural theory in writing instruction research. In C. A., MacArthur, S. Graham, & J. Fitzgerald (Eds.). Handbook of writing research (pp. 208-221). New York & London: The Guilford Press. Flower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387. Bereiter, C., & Scardamalia, M. (1987). Knowledge telling and knowledge transforming in written composition. In S. Rosenberg (Ed.), Advances in Applied psycholinguistics (pp. 142-175). Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A., MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 144-157). New York & London: The Guilford Press. Hyland, K. &. Hyland F. (2006). Feedback in Second Language Writing: Contexts and Sources. New York: Cambridge University Press. Hyland, F. (2011). The language learning potential of form-focused feedback on writing: Students’ and tutors’ perceptions. In R. M. Manchon (Ed.), Learning-to-Write and Writing-to-Learn in an Additional Language (pp. 159-179). Amsterdam/Philadelphia: Johns Benjamins Publishing Company. Lewis, M. (2002). Giving Feedback in Language Classes. Singapore: SEAMEO Regional Language Center. Ong, J. (2018), Lecture 3: Socio-cultural theory of Writing [PowerPoint slides]. Retrieved from National University of Singapore Second Language Writing. IVLE: ivle.nus.edu.sg. Ong, J. (2018), Lecture 4: Cognitive Theories of Writing [PowerPoint slides]. Retrieved from National University of Singapore Second Language Writing. IVLE: ivle.nus.edu.sg Ong, J. (2018), Lecture 9: Research Methods I [PowerPoint slides]. Retrieved from National University of Singapore Second Language Writing. IVLE: ivle.nus.edu.sg Ong, J. (2018), Lecture 13: Written Corrective Feedback [PowerPoint slides]. Retrieved from National University of Singapore Second Language Writing. IVLE: ivle.nus.edu.sg Prior, P. (2006). A sociocultural theory of writing. In C. A., MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 54-66). New York & London: The Guilford Press. Appendix A: Ongoing Student Feedback / Online Survey Method 10 Likert-type scale questions and 1 open-ended question were designed and implemented using eSurvey. The survey was opened to all 1553 students taking the subject for participation in Week5. Survey questions used and statistical breakdown of responses 101
Appendix B: Tutor e-Survey Method 11 Likert-type scale questions and 1 open-ended question were designed and implemented using eSurvey. The survey was opened to all 11 tutors teaching the subject in Week 18. Survey questions used and statistical breakdown of responses Appendix C: Enhancing Your Employability: Marking Rubrics Job Advertisement Analysis (5%) 4.5-5 Excellent 3-4 Very Good 2.5 Adequate < 2.5 Needs • Well-selected job ad that is • Well-selected job ad that is • Job ad is somewhat relevant Improvement • Job advertisement is totally 102
relevant to the diploma and relevant to the diploma, and to the diploma and indicates irrelevant to the diploma* indicates at least 6 indicates at least 5 at least 4 responsibilities & responsibilities & requirements* responsibilities & requirements* • Irrelevant or very limited • Analytical and complete; requirements* relevant competency labels • Mostly relevant and analysis of the job applied to job requirements • Relevant analysis, and responsibilities and • Strong evidence to demonstrate somewhat analytical; requirements, with appropriate competencies; relevant competency labels relevant competency labels inappropriate competency concisely written, with applied to job requirements applied to job requirements labels appropriate use of action verbs most of the time some of the time • Good evidence of • Inappropriate / incomplete appropriate competencies, • Weak/incomplete evidence with mostly appropriate use evidence for most of action verbs to demonstrate competencies; and/or lacking competencies; with little/no appropriate use of action verbs use of action verbs Email Cover Letter (10%) MARKS LANGUAGE ( 5 marks) CONTENT & FORMAT ( 5 marks) 5 • Excellent use of language • All sections are fully relevant & well-selected EXCELLENT • No grammatical/expression errors • Content is well-organised, logical & concise • Stylistically correct and elegant • Good evidence of competencies related to the job 4 • Accurate spelling and punctuation • Complete layout and format GOOD • Good use of language • Most sections are relevant & complete • A few grammatical/expression errors • Content is mostly organised, logical & concise 3 • Stylistically correct most of the time • Some evidence of competencies related to the job ADEQUATE • Some mistakes in spelling and punctuation • Complete layout & format • Adequate use of language • Most sections are relevant, but with limited content < 2.5 • Occasional grammatical/expression errors • Content is logical & concise • Stylistically incorrect some of the time • Little evidence of competencies related to the job NEEDS • Many spelling and punctuation errors • A few inconsistencies in layout and format • Poor use of language • Over/under word limit • Several grammatical/expression errors that affect • Not concise/too much info • No evidence of competencies IMPROVEMENT comprehension • A few inconsistencies in layout and format • Stylistically incorrect most of the time • Extensive spelling and punctuation errors 103
ISSSM-0285 Perception of Motivational Strategies in Japan and Taiwan Tzu-Hui Weng Takming University of Science and Technology E-mail: [email protected] Abstract Language teachers’ use of motivational strategies for the increase of learners’ motivation has been a prevalent issue in applied linguistics in recent years, especially in the contexts of learning English as a foreign language. Concerning the issue of how differently motivational strategies are perceived by different EFL learner groups, the present study aimed to investigate how senior high school students of Japan and Taiwan (who are EFL learners) perceive the motivational strategies employed by their teachers. A questionnaire on 38 strategy items was designed and administered to 139 Japanese and 143 Taiwanese senior high school students respectively. Factor analysis and independent samples t-test were conducted to analyze the questionnaire responses. Results showed that the strategy of raising awareness of the importance of English language is perceived positively by both Japanese and Taiwanese students, suggesting that to make EFL learners more engaged in learning, it is preferred and recommended to provide authentic examples and pictures of how important the English language is in our daily lives. In addition, the identified differences between the responses of the two learner groups helped us confirm that there is a big difference between the characteristics of the Japanese and Taiwanese learners, though both of them are from EFL contexts. Keywords: Motivational Strategies, EFL Learners, Learning Motivation 104
ISSSM-0292 Thai School Teachers’ Perceived English Language Skills, Knowledge of Thailand 4.0, and Attitudes Regarding the Thailand 4.0 Policy Paitoon Sinlarata, Pongpinyo Mankosolb, Janpha Thadphoothonc a,b College of Educational Sciences, Dhurakij Pundit University, Thailand c Faculty of Arts, Dhurakij Pundit University, Thailand E-mail: [email protected] a, [email protected] b, [email protected] Abstract This paper investigated 101 Thai school teachers’ perceived English language ability, their perceived knowledge of Thailand 4.0 policy, and their attitudes towards Thailand 4.0 policy, a government policy to drive Thailand out of the middle-income trap. They were asked to answer the questionnaires of four parts in September 2018. Data were analyzed using basic descriptive statistics. Results showed that the majority of the teachers said they had moderate knowledge of Thailand 4.0 policy (Mean = 3.63, SD = .65). English language, critical thinking, creativity, teamwork, cross-cultural communication, and media literacy were agreed as being necessary skills and knowledge necessary for successful implementation of the policy. In general, the teachers had positive attitudes towards the policy, believing that it would be successful and good for the Thai society. They also noted that education reform (Education 4.0) was needed for successful implementation of the policy. It was found that the teachers’ English language ability was significantly correlated with their knowledge of Thailand 4.0. However, the teachers cited several obstacles that would affect the implementation of the government policy. The amount of workload and the lack of practical guidance were two of them. Keywords: Attitudes, Thai school teachers, Thailand 4.0, English 1. Background The Thai government has put the Thailand 4.0 policy at the core of its development plan. Thailand 4.0 is an integral part of the government’s twenty-year national development strategy, starting from 2017-2036, with an aim to become a high-income country (The Government Public Relations Department, 2016; Vimolsiri, 2017). Recently, the Thai government has approved the 12th national Economic and Social Development Plan (2017-2021), aiming to help push Thailand as a developed country (Office of the National Economic and Social Development Board, Office of the Prime Minister, 2017). Thailand 4.0 is a policy positioned first among other reform agendas, considered a key part of the 20-year national strategy framework. In its attempt to formulate the 12th national development plan, the National Economic and Social Development Board (NESDB), a government organization, had to adhere to the 20-year National Strategy framework (2017-2036), the country’s Sustainable Development Goals (SDGs), as well as the 105
Thailand 4.0 Policy, among others. 2.0 3.0 4.0 Light Industry Heavy Industry Innovative (Middle- Industry (High- Income) Income) 1.0 Agiculture Fig. 1: A Model of the Thailand 4.0 Policy (Adapted from http://thaiembdc.org/thailand-4-0-2/) Figure 1 shows the direction of Thailand’s economic development. Thailand 4.0 is a growth model means to propel Thailand’s economy to that of a developed economy where the citizens have higher income. The Thai government developed the plan from data from various sources, including studies by the national advising bodies such as NESDB and an idea of big changes propagated by the founder and executive chairman of World Economic Forum, Klaus Schwab in his seminal book The Fourth Industrial Revolution (2017). Big plans often require a high level of preparedness and readiness, as well as facing criticism. Subsequently, Thai scholars came out and offered their opinions on ways to make the policy a reality. One of the opinions is from educators, proposing an idea that Thailand 4.0 needs to be rooted by Education 4.0 (Sinlarat, 2017). A recent study by Sinlarat and Thadphoothon (2016) revealed that Thai school teachers, in general, needed adequate and quality professional training and development. According to Lathapipat (2011), the quality of teachers influences the quality of education. Teachers, subsequently, are key factors in national development at the fundamental level. In particular, Thai school teachers play a key role in ensuring that capable Thai citizens are produced for the realization of the plan. However, little research has been done to address their preparedness and opinions regarding the plan. Previous research showed that Thai school teachers lacked necessary English language skills and other instructional skills, especially those necessary to facilitate students-centered instruction (Thadphoothon, 2016, Sinlarat and Thadphoothon, 2016). This research attempts to fill this research gap by setting three related aims (1) to investigated Thai school teachers’ perceived English language ability, (2) to investigate their perceived knowledge of the Thailand 4.0 policy, and (3) to investigate their attitudes regarding the policy. 2. Methods Our study was a quantitative investigation, conducted in September 2018 in Bangkok, Thailand. 106
Our subjects were 101 Thai school teachers. Subjects --- The subjects in the study were 101 school teachers, ranging from kindergarten to high school teachers. They were asked to answer questionnaires on a voluntary basis. Eighty-three of them were school teachers taking a course in a program leading to a teaching license. The rest of the school teachers (18) were undertaking an educational training program to develop their instructional skills. Instruments--- The questionnaires had five sections as follows: 1. Background of Respondents 2. Skills and Knowledge Necessary for Implementation of the Policy (14 items, Likert-type scale of 5 choices) 3. Current Practices of Teachers (7 items, Likert-type scale of 5 choices) 4. Beliefs and Attitudes of Teachers (10 items, Likert-type scale of 5 choices) 5. Perceived Obstacles (7 items, Likert-type scale of 5 choices) Table 1: Internal consistency of the questionnaires N Alfa Section 30 .89 Skills and Knowledge Necessary for Implementation of the Policy 30 .88 Current Practice of Teachers 30 .91 Beliefs and Attitudes of Teachers 30 .83 Perceived Obstacles Four sections (scales) of the questionnaires were analyzed for their reliability. It was found that, with samples of 30 teachers, each section had a high internal consistency, ranging from .83 to .91. Data Analysis – Data was analyzed using basic descriptive statistics: frequency, mean, percentage, standard deviation, co-efficient correlation, and t-test. 3. Results The results were as the following: Table 2: Gender of respondents Gender Number Percent Female 70 69.31 Male 31 30.69 Total 101 100.0 107
With regard to gender, it was found that the majority of the respondents were female (69.31%); about one-third were male (30.69%). Table 3: Age group of respondents Frequency Percent 51 50.50 Age group 33 32.67 20-30 7 6.93 31-40 10 9.90 41-50 101 100.0 51-60 Total In terms of their age, it was found that half of the respondents were between 20-30 years old (50.50%). About one-third or 32.67% were between 31-40 years old. Seventeen of them (16.83%) were the school teachers between 41-60 years old. Table 4: Educational attainment of respondents Educational Attainment Number Percent 84.16 BA 85 15.84 100.0 MA 16 Total 101 As for their educational attainment, the majority of the respondents were those with a bachelor’s degree (84.16%). Only sixteen of them (15.84%) were those with a master’s degree. Table 5: Knowledge of Thailand 4.0 Number Percent 1 .99 Level of Knowledge 44 Low 47 43.56 9 46.53 Moderate 8.91 High 101 100.0 Very High Total With regard to their own assessment of their knowledge and understanding of the Thailand 4.0 policy, forty-seven of the teachers said that their knowledge and understanding of the policy was high (46.53%). Forty-four of them or 43.56% had a moderate level of Thailand 4.0 knowledge and understanding. Only nine teachers (8.91%) rated their knowledge at a very high level. Table 6: English ability 108
Level of Ability Number Percent Very Low 3 2.97 Low 16 15.84 Moderate 63 62.38 High 13 12.87 Very High 6 5.94 Total 100.0 101 The majority of teachers rated their own English language ability as being moderate to low (78.22%). Only 19 of them (18.81%) said their ability was high to very high. Table 7: Knowledge and skills needed for successful implementation of the Thailand 4.0 policy Knowledge and skills N Mean SD English 101 4.34 .75 Critical thinking skills 101 4.51 .61 Creative thinking 101 4.54 .64 Teamwork 101 4.55 .68 Cross-cultural communication 101 4.48 .68 Media literacy 101 4.58 .62 Empathy 101 4.44 .67 Innovative 101 4.52 .65 Being able to use new technologies 101 4.61 .60 Sound decision making skills 101 4.44 .63 Problem-solving skills 101 4.55 .60 Negotiation skills 101 4.36 .68 Business knowledge 101 4.34 .69 Healthcare knowledge and skills 101 4.42 .65 Sum 101 4.47 .65 The teachers rated a list of skills, abilities, and attitudes the extent to which they are necessary for successful implementation of the Thailand 4.0 policy. The mean was found to be as high as 4.42 with an SD of .65. The skills and abilities included (1) English language skills, (2) critical thinking skills, (3) creative thinking, (4) teamwork, (5) cross-cultural communication, (6) media literacy, (7) empathy, (8) being innovative, (9) being able to use new technologies, (10) sound decision making skills, (11) problem-solving skills, (12) negotiation skills, (13) business knowledge, and (14) healthcare knowledge and skills. Table 8: Current practices of respondents 109
Current Practice N Mean SD Discussing topics related to Thailand 4.0 in 99 3.59 .90 class with students 101 3.81 .86 Practicing English language skills 101 3.73 .81 Studying / learning more about the Thailand 100 4.20 .72 4.0 policy 101 3.79 .80 Learning about new teaching techniques Exchanging knowledge and opinion about the 99 3.43 .98 policy with colleagues Undertaking training programs related to the 101 3.85 .82 Thailand 4.0 policy 3.77 .81 Integrating/adding knowledge about Thailand 4.0 with the subject content / lessons Sum The table above shows the Thailand 4.0-related activities undertaken by the teachers. It was found that ‘Learning about new teaching techniques’ was the activity most practiced by the teachers (Mean = 4.20), followed by ‘Integrating/adding knowledge about Thailand 4.0 with the subject content / lessons’ (Mean = 3.85), ‘Practicing English skills (Mean = 3.81). ‘Exchanging knowledge and opinion about the policy with colleagues’ (3.79), and ‘Studying / learning more about the Thailand 4.0 policy’ (3.73). Table 9: Beliefs and Attitudes of Respondents N Mean SD 94 3.99 .68 Beliefs and Attitudes 101 3.76 .72 101 4.23 .61 I like the Thailand 4.0 policy. I believe that the policy will be a successful one. 99 3.98 .70 School teachers should exert greater effort to educate themselves more about the Thailand 4.0 policy. 101 4.34 .62 The policy would encounter several problems and challenges. 100 4.07 .67 English language skills of school teachers are 99 4.14 .65 necessary for working under the policy. 101 4.16 .64 As a school teacher, I am ready to implement the policy. The policy may undergo a change in the near future. Educational reform would play a big part in making the policy a success. 110
The government / ministries should provide more 101 4.23 .63 support for Thai teachers to learn and develop 101 themselves so as to successfully implement the policy. 4.00 .72 Thailand 4.0 will make Thailand a better society. 4.09 .66 Sum In regard to the beliefs and attitudes of the teachers about Thailand 4.0 policy, it was found that the teachers most agreed with the role of English (Mean = 4.34). The lowest response was found to be the statement: ‘I believe the policy will be a successful one’(Mean = 3.76). However, the majority of them agreed that the policy, if successfully implemented, would make Thailand a better nation. Table 10: Perceived obstacles N Mean SD 101 4.12 .68 Perceived Obstacles 101 3.88 .71 Too much work and responsibilities 101 3.85 .75 Lack of clear guidelines 101 3.07 .98 Lack of knowledge and understanding of the policy 100 3.61 .85 Not an interesting policy 101 3.76 .85 Lack of information / news related to the policy Lack of motivation / promotion and support 101 3.77 .88 Administrators such as school directors lack knowledge and necessary skills to implement the 3.72 .80 policy Sum With respect to the teachers’ opinions on the perceived obstacles to successful implementation of the policy, it was found that their workload and responsibilities were highly agreed upon as the biggest obstacles impeding the implementation of the policy (Mean = 4.12), followed closely by a lack of clear guidelines (Mean = 3.88), and a lack of knowledge and understanding of the policy (Mean = 3.85). The two lowest perceived obstacles were ‘not an interesting policy’ (Mean = 3.07) and ‘lack of information/ news related to the policy’ (Mean = 3.61). Table 11: Correlation between their knowledge and understanding of the Thailand 4.0 policy and their English ability Thailand 4.0 English Ability Thailand 4.0 1.00 .23* English Ability 1.00 111
Table 11 shows that the teachers’ knowledge and understanding of the Thailand 4.0 policy was significantly correlated with their English language ability. The significance was at .05. Table 12: Correlation between the three variables English Language Thailand 4.0 English Ability Practice .48** English Language 1.00 .21* .23* 1.00 Practice Thailand 4.0 1.00 English Ability Table 12 shows the correlation between the three variables. It was found that the teachers’ knowledge and understanding of the Thailand 4.0 policy was significantly related to their English language skills. Moreover, it was also found that their English language practice was significantly related to both their knowledge of the Thailand 4.0 policy (r. =021) and their English language ability (r. = .48). Table 13: Teachers’ knowledge of Thailand 4.0 compared with their English ability N Mean SD t Sig. Thailand 4.0 101 3.63 .65 -6.61 0.00** English Ability 101 3.03 .81 As shown above, their knowledge of the Thailand 4.0 policy was much higher than their perceived English language ability (t. = -6.61, 0.01). 4. Discussions 4.1 Thailand 4.0 Policy and Thai School Teachers Results showed that the majority of the teachers reported they had moderate knowledge of the Thailand 4.0 policy (Mean = 3.63, SD = .65). In general, the teachers had positive attitudes about the policy, believing that it would be successful and good for Thai society and also noted that education reform (Education 4.0) was needed for successful implementation of the policy. It was found that the teachers’ English language ability was significantly correlated with their knowledge of Thailand 4.0, whereas if they had higher levels of knowledge about Thailand 4.0, they typically had better English skills also, or vice versa. 4.2 Thailand 4.0 and English English was found to be significant in the process of project materialization. In previously conducted research (Thadphoothon, January 2018) Thai teachers still perceived themselves as 112
having low to moderate level of English. Yet, they noted the importance of English as part of the driving force for social and economic development. The Ministry of Education of Thailand has taken several measures to address this issues, including some training opportunities known as the ‘Training Coupon Scheme’ and the English Boot Camp, and noted by the Minister to be a huge success (Jareonsettasin, 2018). English ability of the citizens has been cited as an important factor contributing to the strength of the economy. Forbes Online, for example, ran an article contributed by Anis Muslimin (2017, November) explaining the booming of English among Asian nations. She repored that there was a correlation between economic competitiveness and English language proficiency. As the Thailand 4.0 policy deals a lot with economic prosperity, it is logical that the English language ability of the people is an important factor that would enable the people to become more competitive. 4.3 Thai School Teachers’ Attitudes Regarding the Project The teachers had positive attitudes regarding the policy, evidenced from their high levels of agreement in respond to statements of the scale. They said they liked the project, to start with and noted the benefits of the project for the development of the country. However, they also believe that the project is bound to face several challenges. 4.4 Thailand 4.0 and Education 4.0 The teachers accepted the proposition that for Thailand 4.0 to be successfully materialized, Thailand’s education reform was a must. In short, Thailand 4.0 needs Education 4.0. Education 1.0 Education 2.0 Education for agricultural society Education for industrial society Education 3.0 Education 4.0 Education for information society Productive-Creative Citizens Fig. 2: Education 4.0 Model In Education 1.0, 2.0, 3.0, the common directions include producing citizens as followers of technologies and consumers of new knowledge and technologies. This situation needs to be changed. For Education 4.0, the country needs to produce citizens with creative, productive, critical, and responsible minds (Sinlarat, 2017). To become a developed and advanced society, the people need to be able to come up with original and creative ideas and be able to turn those ideas into products or services. 4.5 Competencies for Thailand 4.0 The teachers were in common agreement that for the 4.0 policy to be successful, Thai citizens should be equipped with several 21st century skills and competencies (Sinlarat and 113
Thadphoothon, 2015). These entail cognitive, social, and non-cognitive skills like empathy, teamwork, and cross-cultural communication skills. In order to develop such complex skills in their students, school teachers themselves need to be equipped with such skills and use them effectively. 4.6 Thailand 4.0 and Teacher Training In the past, Thailand spent about 8 billion baht on teacher training, but the results were not satisfactory. The money spent lacked accountability and the teachers still lacked necessary basic training and development. However, after a change of thought and method, Thai school teachers were given more freedom to shop around for training courses or other programs they liked. This also reduced the budget to roughly 2 billion baht per year (Jareonsettasin, 2018). However, previous studies showed that Thai school teachers needed both short-term training and long-term professional development (Sinlarat and Thadphoothon, 2015). 4.7 Thailand 4.0 and Technologies Technologies were agreed upon by the majority of Thai school teachers as important factors contributing to the success of the implementation. Realizing this, the Thai government has developed a plan to transform Thailand into a digital society. It was claimed that 99.90 percent of Thai schools were equipped with high-speed Internet (Jareonsettasin, 2018) However, simply using technology, in whatever applications and/or platforms may not be sufficient to drive Thailand towards an advanced society (Sinlarat, 2017). Thais need to be able to stand on their on feet and come up their own products and ideas. According to Sinlarat (2017), Thailand needs to move away from the ‘follower-consumer’ mentality to the ‘productive and creative’ one. 4.8 Threats to the Success of Thailand 4.0 Aiming high requires preparedness and hard work. The teachers under the study recognized some potential threats. This was evident in their responses to the items addressing the obstacles. The top three obstacles were (1) the amount of work and responsibilities (Mean = 4.12), the lack of clear guidelines (Mean = 3.88), and the lack of knowledge and understanding of the policy (Mean = 3.85). Additionally, their confidence regarding the success of the policy ranked the lowest (Mean = 3.76, SD =. 72). Another significant threat to the policy as agreed by the teachers was the continuity and security of the policy. Many teachers feel that the policy might undergo some changes in the near future. 5. Conclusion In conclusion, based on the analysis of the data from 101 Thai school teachers, our study found that the majority of the school teachers were well-aware of the policy being implemented by the government and they realized that the success of the policy required successful education reform, aka Education 4.0. Furthermore, they also realized that English ability was a crucial factor in the 114
policy implementation, which would involve digital transformation and global engagement. The teachers had positive attitudes regarding the policy and their perceived obstacles included the amount of workload and responsibilities and the lack of clear guidelines related to the project. 6. References Jareonsettasin, T. (2018, 10 October). Thailand’s educational Reform, Special Keynote Address at the WorldDidac International Conference, Bangkok, Thailand. Muslimin, A. (2017, November) \" Why Asian Countries Are Investing So Heavily In The English Language\" in Online Forbes. Retrieved from https://www.forbes.com/sites/anismuslimin/2017/11/30/why-asian-countries-are-investing-s o-heavily-in-the-english-language/#1e28d1b5e85d Office of the National Economic and Social Development Board, Office of the Prime Minister (2017). The Twelfth National Economic and Social Development Plan (2017-2021) Retrieved from http://www.nesdb.go.th/nesdb_en/ewt_w3c/ewt_dl_link.php?nid=4345 Schwab, K. (2017_. The Fourth Industrial Revolution. London: Portfolio Penguin. Sinlarat, P. (2017). Thailand Education 4.0: An educational philosophy for creative and productive citizens. Bangkok: Chulalongkorn University Press. Sinlarat, P. and Thadphoothon, J. (2016, February). Integrating Transversal Competencies in Education Policy and Practice (Phase III): Thailand. Paper presented at the 2016 ERI-NET Annual Meeting, 22-24 February 2016, Tokyo, Japan. Sinlarat, P. and Thadphoothon, J. 2015. Integrating transversal competencies in education policy and practice: School and Teaching Practices. Country Case Study: Thailand (pp. 72-75) in UNESCO (2015). Transversal competencies in education policy & practice (Phase II): Regional synthesis report. Paris and Bangkok, UNESCO. http://unesdoc.unesco.org/images/0024/002440/244022E.pdf (Accessed 8 November 2016.) Thadphoothon, J. (2016). Perceptions and Attitudes of Thai Teachers toward the Impacts of Globalization and ASEAN Integration. Proceedings of DPU 11th National Conference under the Theme \"Multi-multiculturalism: Opportunities and Challenges\", Bangkok, Thailand. Thadphoothon, J. (2018). Thai School Teachers’ Perceptions of the Relationship between Thailand 4.0, Education 4.0, and English. Proceedings of TSU-BFBE International Conference 2018, 18-16 January 2018, Phuket, Thailand. The Government Public Relations Department (2 August 2016) Thailand’s 20-Year National Strategy and Thailand 4.0 Policy Retrieved from http://thailand.prd.go.th/ewt_news.php?nid=3578 Vimolsiri, P. (2017). Thailand 20 Year Strategic Plan and Reforms. Retrieved from https://www.set.or.th/thailandfocus/files/20170829_Dr_Porametee.pdf 115
ISSSM-0298 A Study on the Administration of the Teachers' Council of Thailand in the Digital Era Paitoon Sinlarata, Tweesak Chindanurakb , Sunisa Todla c , Anotai Tansawat d Wasana Wisaruetapa e , Tanaput Chancharoen f , Jintana Praspan g , Janpha Thadphoothon h a College of Educational Sciences, Dhurakij Pundit University, Thailand E-mail address: [email protected] b School of Educational Studies, Sukhothai Thammathirat Open University E-mail address: [email protected] c Faculty of Education, Bansomdejchaopraya Rajabhat University E-mail address: [email protected] d Faculty of Education, Bansomdejchaopraya Rajabhat University E-mail address: [email protected] e College of Educational Sciences, Dhurakij Pundit University, Thailand E-mail address: [email protected] f Faculty of Education, Bansomdejchaopraya Rajabhat University E-mail address: [email protected] g Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok E-mail address: [email protected] h c Faculty of Arts, Dhurakij Pundit University, Thailand E-mail address: [email protected] Abstract This research title is the study the Management of Administrative Systems of Teachers Council in the Digital Age. The objectives of this research were aimed; 1) To study about the data of the Management of Administrative System of Teachers Council from the past to present, 2) To develop the models of the development of the Management of Administrative System of Teachers Council in the Digital Age and 3) To create the proposal of the strategy of the development of the Management of Administrative System of Teachers Council in the Digital Age. The population is the 1) committee, subcommittee, professional, teachers of the Teachers Council, university professors, academic workers, and the group of the related persons under standard of the research is Stratified Random Sampling, select the samples by Purposive Sampling. 2) the educators select sample by Simple Random Sampling. The research instruments are document analyzer, questionnaire, and structured-interview questions. Analyze data by content analysis, frequency distribution, percentage, mean, and Standard Deviation. The results of the research were as followed: 116
1. The Information Management of Administrative System of Teachers Council from the past to present found that the condition of the Management of Administrative System of Teachers Council has 5 ages which are 1) The Age of unclear the Management of Administrative System (1945) 2) The Age of Information management using Stand Alone (2003) 3) The Age of using Network (2004-2005) 4) The Age of using Program of primary work (2005-2014) , and 5) The Age of Information Service (2015-Present). 2. The models of the development of the Management of Administrative System of Teachers Council in the Digital Age has 4 components: 1) The Principal 2.The Objectives 3) The Operations which mentioned about the systematic of the Management of Administration and related to the 3 systems of primary work composed of the service system of service recipients, the system of office services, and the system of professional promotion which leaded to Management System of The Teachers Council in the Digital Age, and 4) Measurement and Evaluation. The proposal of strategies of the development of the Management of Administrative System of Teachers Council in the Digital Age are consisted of 1) A development plan of Management System of The Teachers Council in the Digital Age for a short period: 1 year, and for a long period: 4-5 years. 2) The Digital Technology consisted of computers and network included digital technology used in the proper information service for the benefits to the operators, administrators, service recipients, and relevant persons. 3) The Administrators and the personnel of the Secretariat of the Teachers Council of Thailand have to get skills, understanding, and Digital Literacy for the modern, safe, and efficiency operations and collaborative work. 4) The service recipients and the related person whom the Teachers Council should develop various public relation channel, up to date and access to professional teachers to build understanding of access the system which leads to efficient use of the service. 5) The Resources which leads to efficient and effective of the Operations such as budget to support the operations to follow the master plan of information and communication technology. The improvement and development of the structure and the system of administration that facilitate the development of management system, the sufficient capacity is allocated to the work properly of the agency, and 6) The method of the Management of Administration for the Secretariat of the Teachers Council of Thailand such as updated policy, rules, regulations, order, announcement and proper guidelines, modern, fluent, consistent with the operation to the Teachers Council in Digital Age. The appointments of a person responsible for creating a data update mechanism to comply with new technologies and the needs of the transition. Key word: The Management of Administrative System, Teachers Council in the Digital Age Background The Teachers' Council of Thailand (TCT) is an organization with a long history. It began as an entity together with the Ministry of Education, enacted in B. E. 2488 (A.D. 1945), during the 117
premiership of Kuang Apaiwong, Prime Minister of Thailand, and Tawee Boonyaket as Minister of Education. At that era, there was a serious crisis within the teaching profession, namely, the lack of high-quality teachers --- good and the intelligent persons did not want to learn about teaching. The capable and competent teachers left the teaching profession for jobs with better future and life opportunities. This issue resulted in the Teachers Act B. E. was enacted in B. E. 2488 (A.D. 1945) to solve the problem. The Act proclaimed the establishment of a council in the Ministry of Education called \"Teachers' Council Of Thailand\" (TCT), as a juristic entity, and held the responsibilities and duties of giving opinions on general policies and academic advice to the Ministry of Education. Duties included monitoring the ethics and disciplines of teachers, keeping the benefits and enhancing the teachers' status, including helping their family as appropriate, supporting teachers' knowledge and harmony, as well as holding the duties for the Office of Civil Service Commission. In terms of personnel management, it is stated that each teacher is required to become a TCT member. In 2003, the new Teachers and Educational Personnel Council Act was enacted again and enforced starting on 12 June 2003. The aim was to improve the former Teachers' Council of Thailand according to the teachers Acts B.E. 2488 (A.D. 1945) to become the Teachers and Educational Personnel Council Act, known as “Teachers' Council of Thailand (TCT)”. The roles cover determining the professional standards, issuing and withdrawing the professional license, supervising and following up of professional standards and ethics, including developing the educational profession in order to improve the level of educational profession to reach the high educational profession (Secretariat of the Teachers Council of Thailand, 2012). With regards to the objectives and authorities of TCT, its main roles are to supervise, follow, and support teachers and educational personnel all over the kingdom. This indicates that TCT is considered as an organization which numerously provides news and information, administrative work, and services, with various dimensions. Therefore, its work system involves numerous contacts, coordination, and services. This multiple roles and responsibilities are liable to problems in its operation. Hence, it is really necessary to apply the information technology system in order to facilitate the administrators, service providers, and service users simultaneously. The application of this information technology system, especially at the beginning, surely it has to encounter with some problems. Concerning such causes and necessities mentioned above, the Teachers' Council of Thailand (TCT) need to have qualitative management, be up-to-date and in accordance with the changing world in this digital era in order to be able to manage all news and information, administrative work, facilitate, respond to the needs, and provide the utmost benefits to service users. 118
The concepts of providing satisfactory services can be done by applying the appropriate information technology to facilitate the service users, allowing them to use the services easily in accordance with Strategy 1 which emphasizes the building of service intelligence for people according to the Strategic Plan of Development for Thai Government System (B.E. 2556 – 2561) (Office of the Public Sector Development Commission, 2013: 29). This was to develop the management of TCT by focusing on using the information technology to facilitate the information access correctly, in time, and in accordance with the changing paradigms of this digital world, as well as to respond to the country' s development plan. Hence, it is appropriate to conduct a study investigating the administrative system of TCT from the past to present. This would to lead to the the development of the model on administrative system of the Teachers' Council of Thailand in the digital era. The model would help guide the use of digital technology to improve the effectiveness of the administrative system of the Teachers' Council of Thailand both in the central and regional regions. It would also be able to create services from the government sectors in the digital forms which people can access the services unlimitedly no matter what physical, area, and language condition, which will lead to the conduction to gather the government sectors as if they are in the same organization. 1.1 Conceptual Framework of Research This research entitled ‘A Study on the Administration of the Teachers' Council of Thailand in the Digital Era’ was conducted by determining three objectives as follows: 1) to study the information of the administrative system of Teachers' Council of Thailand from the past to present, by looking at the conditions of the administration of the Teachers' Council of Thailand consisting of the structural conduction of Teachers' Council of Thailand and the Secretariat of the Teachers Council of Thailand, roles and duties of the Secretariat of the Teachers Council of Thailand, internal information system and external information system, which will be able to realize the problems of the administration on the Secretariat of the Teachers Council of Thailand, including studying the administration of the professional organization both in and out of the country, in order to become the case study for the model of administration of the professional administration, including studying the factors relating to the administration of the Teachers' Council of Thailand in the digital era and the information technology system which relies on the digital technology to support the work and become the tools, which would be the guidelines of applying the digital technology for administration. 2) to develop an administrative model for the Teachers' Council of Thailand in the digital era, by bringing the findings from the study to create an administrative model. This was done by synthesizing the characteristics or guidelines to conduct the outstanding performance of the administrative system of the Teachers' Council of Thailand, which would be appropriate and in accordance with the context of the conduction for the Teachers' Council of Thailand in this 119
present age. The major systems include: 1) service system of the service users, 2) office administrative system, and 3) educational profession supporting system known as the “ten characteristics of the Teachers' Council of Thailand in the digital era”. Regarding the service system of the service users, it has to consist of the major characteristics as follows 1) be convenient and easy for use, be up to date, 3) quick and safe, 4) always can be accessed and investigated and equal. Furthermore, the office administrative system has to consist of 5) linkage of the mutual conduction network, 6) be integrated both internal and external conduction, 7 ) have the tools for administration and decision, tools for administrating and making decision, 8) be qualitative, 9) be transparent, including the supporting and enhancing of the educational profession has to consist of, 10) be able to manage the knowledge for developing the profession. The principles of model construction consist of the administrative process, digital administration, and the model compositions, and 3) to organize the strategic proposal of the development on the administrative system of the Teachers' Council of Thailand in the digital era, by bringing the information got from the item 1 and 2 to analyze in order to find out the ways to improve and develop as the strategic proposal for preparing various types of readiness. For the administration of the Teachers' Council of Thailand in the digital era, the model has been shown in Figure 1 Fig 1 Conceptual Framework of Research Model 120
1.2 Terminology Administration of the Teachers' Council of Thailand from the past to present means the process of the administration on the Teachers' Council of Thailand in terms of determining the structural conduction , roles and duties, and bringing the technology to administrate the information from both internal and external organizations during the time of the announcement of Teachers and Educational Personnel Council Act B.E. 2546 to B.E.2561. Administration of the Teachers' Council of Thailand in the digital era means the process of the administration of the Teachers' Council of Thailand in terms of determining the structural conduction, roles and duties, and bringing the technology to administrate the information from both internal and external organizations in order that the characteristics of the administration on the Teachers' Council of Thailand have its conduction according to the ten characteristics of the Teachers' Council of Thailand in the digital era. Model of the development on the administration of the Teachers' Council of Thailand in the digital era means the guidelines of the process development on the administration of the Teachers' Council of Thailand by using the digital technology, which has the stages relating to one another systematically, in order to lead to the administration of service system for the service users, office administrative system, and professional supporting system, to have the conduction characteristics according to the the ten characteristics of the Teachers' Council of Thailand in the digital era, by having major components consisting of 1) principles, 2) objectives, 3) conductions, and 4) measurement and evaluation. Conduction means some parts of components of the development model of the administration of the Teachers' Council of Thailand in the digital era that mentions the formal administration step by step, and have the relations among the 3 work systems, which consist of the service system of the service users, office administrative system, and the professional supporting system, in order to lead to the the administration of the Teachers' Council of Thailand in the digital era. Service system of the service users means the group of the components relating to one another, which consists of the data base of the license system on the educational profession, professional fees system, and information system of the persons who hold the educational profession Office administrative system means the group of the components relating to one another, which consists of the data base of administrative system on budgets and parcels, administrative system of human resources, follow and evaluation system, as well as communication and public relations system. 121
Educational profession supporting system means the group of the components relating to one another, which consists of the data base of the professional standard system, professional praise system, professional development system, and professional ethics. Ten characteristics of the Teachers' Council of Thailand means the characteristics of the conduction happened from the digital technology use for administration of the Teachers' Council of Thailand , which consist of the service system of the service users, by having its characteristics as follows; 1) be convenient and easy to use, 2) up to date, 3) quick and safe, 4) accessible and can be investigated, and equal. Furthermore, it means the administration which 5) links conduction network mutually, 6) integrate both internal and external conduction, 7) administrative and decision making tools, 8) be qualitative, 9) be transparent, and the profession supporting system, 10) and manage knowledge for professional development. Educational personnel means the administrators of education institutes, educational administrators, including the educational supporters, who hold the duty as the service providers or operational providers relating to the organizing of instructional process, supervision, educational administration, and other operations in the educational organizations. Methods The research was carried through the use of descriptive research. The researchers designed the procedures of research methodology in accordance with the objectives by dividing the research into 3 stages as follows: Stage 1 ---investigating the information of the administration of the Teachers' Council of Thailand from the past to present time. In this stage, we looked into the information of the administration of the Teachers' Council of Thailand from the past to present time. We also investigated the information from the related documents and literatures from the interview of the involved, and from questioning the opinions on the administration of the Teachers' Council of Thailand. Stage 2 --- we developed a model for the administration of Teachers' Council of Thailand in the digital era. We did so by drafting the developmental model of the administration of the Teachers' Council of Thailand in the digital era. In this stage, the information was acquired by analyzing and synthesizing the information got from the study of information on the administration of the Teachers' Council of Thailand both from the past and the present time, and the comparison study of the professional both in and out of the country, including the actors relating to the administration of the Teachers' Council of Thailand in the digital era, and expectation of the administration of the digital era. Teachers' Council of Thailand in the future, organized the draft of the development model on the administration of the Teachers' Council of Thailand in the digital era by concluding the 122
research model, in Stage 1, in order to lead to the organizing of the draft through analysis of strength, weakness, opportunity, and threat (SWOT). Table of scores on the SWOT Analysis and the draft of the development model on the administration of the Teachers' Council of Thailand in the digital era according to the conduction procedures as follows: 1) We organized meetings to consider the states and problems of the administration of the Teachers' Council of Thailand both in the past and the present time, including the study of administration on the professional organizations, medical profession as well as the administration of teaching organizations in the foreign countries. Moreover, it included the factors involved with the administration of the Teachers' Council of Thailand in the digital era, and the expectation of the administration of the Teachers' Council of Thailand in the future, then divided them into the internal factors and external factors 2) We had a meeting to analyze the internal and external factors (SWOT analysis) of each item. 3) We brought the information from the results in the meeting to brainstorm for the formulation of the draft of the development model. We investigated the draft of the model by organizing meetings using a Focus Group method for 16 administrators. This was aimed at investigating and criticizing the draft. We then selected the experts who were qualified according to the criteria we set. Results 1. Our study states, problems, and results for administration of the Teachers' Council of Thailand from documents and related researches under the strategic plans and development plans such as mentioned above can be divided the administration of the Teachers' Council of Thailand into 5 eras as follows; 1) the era which had no clear administration (B.E. 2488), 2) the era of information management by using the Stand Alone machine (2003), 3) the era of network (2004-2005), 4) the era of using systematic program as the main work (2006-2014), and 5) the era of the information service (2018- present). According to the states of problems on the administration of the Teachers' Council of Thailand, it was found that the system of work plan still depended on the big system of the Ministry or the governmental system which caused slow and without smooth conduction. The plan was still not in accordance with the states of being the public organization and it was not in accordance with the development mission. In addition, the development was not in accordance with the needs which required quickness and independence, the personnel in the service spots of all areas of the educational areas lacked of the mechanisms to supervise and coordinate continuously. This made the operation not quick and full. Moreover, information service and mechanisms of supervision for the members could not be done thoroughly, and not continuously as much as expected. Besides, the existing equipment for service in each province had 6 or 7 years of age, therefore it might not be flexible for the service, all authorities had their own areas for conduction, they applied ICT as well, however, there were several generations which was rather difficult to adjust the system. And each group mostly 123
worked on paper. According to the system, there were too many and complicated systems. The existing information was not 100% complete for using but it still could be used. Moreover, it had the methods to administrate the information for making decision and administration were not sufficient. The existing information was scattered and in the form of paper. It was not in the form of data file which was ready to be used. Although it could be asked for, it was still unsatisfied, not quick and good enough to be applied. 124
Fig 2: Concept of the division on the era of administration for Teachers' Council of Thailand from the past and the present time 2. According to the concept of the development model for developing the administration of the Teachers' Council of Thailand in the digital era, the researchers synthesized the characteristics or guidelines of outstanding conductions for the administration of the Teachers' Council of Thailand In the digital era which was appropriate and in accordance with the conduction context in the main 3 systems, which included 1) the service system of the service users, 2) the office administration system, and 3) the supporting system of the educational profession according to the concept of Pitoon Silarat (2018) called “ten characteristics of the Teachers' Council of Thailand in the digital era”. The service system of the service users had to consist of the crucial aspects as follows; 1) be convenient and easy to use, 2) be up to date, 3) quick and safe, 4) can be accessed and investigated and equal. The office administration system had to consist of the crucial aspects as follows, 5) link the conduction network mutually, 6) integrate both internal and external conduction, 7) the instruments for administrating and making decision 8) qualitative, 9) transparent. Besides, the professional supporting system has to have the following crucial aspects; 10) can be able to manage the knowledge for developing the profession. Such conduction results acquires the developmental model of the administration of the Teachers' Council of Thailand in the digital era as follows: Principles 1. To increase the potentials for integrating the information of the administrators, personnel, and relevant internal and external organizations; 2. To investigate, analyze, and make decision on the data base of real operations in order for the administration of the Teachers' Council of Thailand with the digital system; 3. To apply the technology of operations automatically, by using the innovation of the administration and services for being economic, safe, sustainable, participative, and be responsible to the society. Objectives 1. To develop the service system of the service users, personnel, and administrators to be convenient, up to date, quick, equal, and accessible by using the digital technology. 2. To develop the administrative system to be able to integrate, link the network of cooperation, and use it as the tool for qualitative administration transparently by using the digital technology. 125
3. To develop the supporting system of educational profession to be able to develop the profession by using the digital technology. Conduction 1. The service system of the service users consists of the license system for educational profession, the system of information on the educational profession, the system of registration for the license of educational profession, and the system of license renew for educational profession, by applying the digital technology in order for being convenient and easy to use, up to date, quick, safe, and accessible, can be investigated, and equal. The system of office administration consists of the administrative system of personnel, finance, and accounting, including also the system of policy, work plan, budget, follow and evaluation, research system, international affairs system, information technology system, organizational communication system, academic service system and building system, and conference and coordination system. By applying the digital technology to link the network of mutual operations, the organization would be able to integrate both internal and external operations, creating tools for administration and decision making, including the need to be transparent and accountable. 2. The supporting system for educational profession consists of the system of professional standard, professional praise system, system of professional development, and system of professional ethics, by applying the digital technology in order to be able to manage the knowledge for professional development. Measurement and Evaluation To evaluate the satisfaction of the system users and services users, by observing and questioning about the effectiveness and efficiency of the service system, office administrative system, and supporting system of the educational profession, by using the digital technology as a tool of evaluation such as Google forms, etc. 126
Fig 3: Administration of the Teachers' Council of Thailand in the digital era. 3. The result of the organizing on strategic proposals of the development of administration of Teachers' Council of Thailand in the digital is the following: 1) the development plan of TCT administration, for a period of 1 year, should consist of 8 plans and 9 sub-projects, while for the longer development, or a period of 4-5 years, 2 plans and 3 sub-projects; 2) Digital technology consists of computer and network , including the digital technology applied with the information system for benefiting the operators, administrators, service users, and related persons; 3) the administrators and personnel of the TCT Secretariat should have skills, knowledge, understanding, and skills in using the digital media, with high media literacy to operate and conduct mutually in order to reach modern, safe, and effective operations; 4) the service users and related persons --- TCT should develop channels of public relations to be multi-channels, modern, and accessible to the teaching profession in order to create the understandings of system use for being accessible to the services which lead to the service usage effectively. 5) Resources --it is part of support for the development of the administration for the Teachers' Council of Thailand in the digital era, and it should be an effective and efficient organization. 127
The examples of resources include budget to support the operation to be in accordance with the model of the information and communication technology, the improvement and development of the structures and administrative system which would support the development of the administration. In addition, budget should be allocated for the necessary manpower for operations sufficiently and appropriately to the mission of the organization; 6) the method of administration of the TCT Secretariat should include the guidelines to support the administration so that it runs smoothly. For example, the administration should improve policies, rules and regulations, disciplines, announcement, and practicing guidelines to be suitable, modern, flexible, in accordance with the operation to lead to the Teachers' Council of Thailand in the digital era. Moreover, the appointment of the responsible persons should be done. This would help create the mechanisms of improving information to be in accordance with the new technologies and the needs of using which has been changing. Discussions The research findings discussion will be proposed in 3 issues, which are, 1) the study of information for the administration of the Teachers' Council of Thailand from the past to the present, 2) the development model of the administration of the Teachers' Council of Thailand in the digital era, and 3) strategic proposals of the administration of the Teachers' Council of Thailand in the digital era as follows: 1. With regards to the study of information system of the administration of the Teachers' Council from the past time to the present time, it was found that the system of operational plan still depends on the operational system of the ministries or government system, which is slow and not in accordance with the technological system. Hence, it is recommended that the TCT management should be divided into the time period according to the development of technology. This would make the TCT positively perceived and the TCT operation be perceived more accurately and positively. In addition, there should be clear guidelines for its operation and development. With regards to this matter, the approach is in line with Higgins (1995) who said that the innovative organization had 7 crucial components according to the 7S concept proposed by McKinsey. One of those components mentioned about the structures of development of the organizational structures in order to enhance the being of innovative organization, which has to consider 5 crucial principles as follows: 1) the operational design, 2) the power distribution of operation, 3) team work, 4) the managers have to expand the supervision, and 5) participation of operation, which is beneficial for making understanding of technological matters; 2. According to our study, the development model of the administration for Teachers' Council of Thailand in the digital era should have 4 main components which would lead to the sub-system relating to the service users, system of office administration and profession enhancement which enhances the administration of the Teachers' Council of Thailand in the digital era. This would help the organization achieve the objectives of the organizations according to the concept suggested by enyer (1978), saying that the office administration was about organizing the office 128
to achieve the goals, by using personnel the best, appropriate tools and equipment, the best practice including providing the suitable environments. This is in accordance with the ten characteristics of the Teachers' Council of Thailand in the digital era and in accordance with the concept of the Digital Transformation (OECD, 2016) and Fang (2002) who identified that an organization should apply the digital technology appropriately in order to benefit the service users through the products or services be able to respond the specific needs and appropriate with each person, help save time and budgets, including provide qualitative services, reduce the work force, have high satisfaction level, in order to create the confidence and affection to the products, and the governmental service. Digital Transformation will become the transformation of the governmental service models to the e-Government service, which will be the use of information technology and communication, especially the internet use in order to let people and business sector be able to access the news and information and governmental services conveniently, including the investigation of qualities of the services from the government, and give the opportunity of participating in democracy system, and create good relationships between government and people. 3. Strategic proposal --- this is a proposal which the Teachers' Council of Thailand should conduct in order to move the operation of TCT to enter into the digital era fully. The TCT Secretariat has to plan its operation systematically and concretely in order to achieve desirable outcomes. Recommendations 1. For the applications of research findings, the recommendations are: 1.1 Knowledge and perception should be passed on to all administrators and personnel of the Teachers' Council of Thailand, especially on new roles and duties, which sould be done digitally. 1.2 A system should be organized to develop the technological structures by applying the digital equipment and instruments to be used in the office; 1.3 Administrators should emphasize the support of necessary budgets, which should be serviced adequately and timely; 1.4 There should be a follow up and evaluation of roles adjustment of the Teachers' Council of Thailand to enter into the digital era; 1.5 Roles and new administration of TCT should be made public, made known to the national and international arenas; 2. Recommendations for Further Research 2.1 Research on the images and results towards the service users of the Teachers' Council of Thailand in the digital era should be conducted; 2.2 A study should be conducted to compare the administration / operation of the Teachers' Council of Thailand in the digital era with the management and administration of the Teachers' Council of Thailand in neighboring countries; 129
2.3 There should be a study to investigate the achievement and results of the digital use in the Teachers' Council of Thailand; 2.4 Research on factors affecting the administration of the Teachers' Council of Thailand in the digital era should be conducted; 2.5 Research and evaluation of the administration of TCT and the outcomes of the reform should be conducted. References Higgins, James M. (1995). Innovate or Evaporate: Test&Improve Your Organization’s IQ-Its Innovation Quotient. New York: New Management Publishing Company. Office of the Council of State. (2003).Teachers and Educational Personel Council Act B.E. 2546 [Online]. Retrieved from: http://web.krisdika.go.th/data/law/law2/%CA64/%CA64-20-2546-a0001.htm. (Searched on 19 April 2017). Secretariat of the Teachers Council of Thailand. (2007 kor). Teachers and Educational Personel Council Act. Bangkok: SorgorSorKor. Secretariat of the Teachers Council of Thailand. (2012).Background. [Online]. Got from: ttp://www.ksp.or.th/ksp2013 /profile/index.php?l=th&tid=2&mid=12&pid=10. [ Searched on 19 April 2017] 130
ISSSM-0386 Study on Symbolic Boundaries of Instagram and Users’ Desire Mechanism Yoojin Chunga, Yunjung Choib a Division of Media, Doctoral Student, Korea E-mail address: [email protected] b Division of Media, Associate Professor, Korea E-mail address: [email protected] 1. Background SNS, Instagram, which first appeared in 2010, is the first platform to share photos and videos. Though well-known tweeters and Facebook can utilize images, they are organized around text, and photos and videos supplemented text. In 2010, when Instagram was first introduced, the concept of sharing photos instead of text was not well received by users, but with the adoption of hashtags in 2011 and the acquisition of Facebook in 2012, the number of users has increased, and as of June 2016 It is said that the number of users exceeded 500 million. Korea Internet Promotion Agency (Lee, 2014) categorized Instagram as 'Third Generation' SNS, which provides reduced service compared to existing SNS such as Twitter and Facebook along with LinkedIn and Tumbler. Third-generation SNS can be seen as a vertical SNS based on a specific topic. Unlike existing profile-oriented SNSs, which focus on expanding the relationship with an unspecified number of users, users who are connected in small units voluntarily curl the content (Lee & Kim, 2016; Lee, 2014). In this study, we investigated the relationship between the use of photographs and the incidence of photographs (Sheldon & Bryant, 2016; Hochman & amp; Schwartz, 2012). Sheldon and Bryant (1986) identify the narcissism that users perceive as one of the variables affecting instagram usage time, and the narcissistic factor is the surveillance of the instagram and the \"coolness\" ) Motivation. This motive was also shown to have a positive effect on the effort and time to edit the photographs, indicating that the photographs of the instagrams did not fully reflect reality. However, if the content is attractive, SNS can induce the relative deprivation of users (Lee, 2015) because it can easily obtain social support such as likes and follow, and it is highly likely that the content- have. Chompoo Baritone, a Thai photographer, has criticized the world of instagram by showing photographs taken outside the frame to those experiencing envy and relative deprivation. In most cases, the background can be framed in just 2–3 sentences, with each sentence describing a different aspect of the information referred to above. The purpose of the background, as the word itself indicates, is to provide the reader with a background to the study, and hence to smoothly lead into a description of the methods employed in the investigation. Efforts are being made to announce that the world of Instagram is not everything, and even though they are aware of this fact, users are endlessly envious and constantly use Instagrams. 131
Instagrams do not require a high level of writing and of evaluation, and if they are full, they can be attractive to photographs. If you create brilliant simulations with excellent technology and calibrations, you will receive hearts (meaning something like social support) from other users. Due to the importance of what is shown, the online community has also come up with the phrase ' It can be applied to a variety of applications such as attractive photographs, photographs, and cafes and restaurants. The method of recognizing the world through the Instagram is a little bit different from the real world. In this study, we apply Lacan 's desire theory, which is endless desire without knowing what it desires, to the Instagram, this study will investigate the desire mechanism and try to find out how the characteristics of the instagram affect the users' desire mechanism. 2. Methods This study is going to perform a survey to find out the above discussion. A goal of survey participant is at least 200 people. 3. Results This study is designed to find out how Instagram users get information to achieve desire and get satisfaction. Based on Lacan’s theory, this study tries to apply philosophical discourse to today’s SNS. Keywords: instagram, desire mechanism, social network service 4. References Bruns, A., &Burgess, J. E. (2011). The use of Twitter hashtags in the formation of ad hoc publics. In Proceedings of the 6th European Consortium for Political Research (ECPR) General Conference 2011. Lampe, C., Ellison, N., &Steinfield, C. (2006). A Face (book) in the crowd: Social searching vs. social browsing. In Proceedings of the 2006 20th anniversary conference on Computer supported cooperative work (pp. 167-170). ACM. Lee, E., Lee, J. A., Moon, J. H., &Sung, Y. (2015). Pictures speak louder than words: Motivations for using Instagram. Cyberpsychology, Behavior, and Social Networking, 18(9), 552-556. Hochman, N., &Schwartz, R. (2012). Visualizing instagram: Tracing cultural visual rhythms. In Proceedings of the workshop on Social Media Visualization (SocMedVis) in conjunction with the sixth international AAAI conference on Weblogs and Social Media (ICWSM– 12) (pp. 6-9). 132
ISSSM-0399 Effects of the Third Orality of Instant Messenger on Social Presence, Amount and Quality of Communication: Focusing on Kakao Talk Min Jung Kima, Yun Jung Choib a Department of Communication & Media, Graduate Student, South Korea E-mail address: [email protected] b Department of Communication & Media, Associate Professor, South Korea E-mail address: [email protected] 1. Background Mobile phones are popular media that show the convergence of media technology and deeply involved in individual everyday cultures. Among them, the most commonly used function is the messenger. Mobile messengers are currently responsible for most of the conversation on smartphones. It is evolving into software that can send and receive text, files, and voice messages using wireless Internet network. Text messages can be exchanged without limit for a certain amount of money every month, Instant messengers became available to tens of millions of people in a short period of time. Some of the most popular mobile messengers are Kakao Talk, Line, Skype, Facebook Messenger, and WeChat. In South Korea, instant messenger service became popular in 2010 when Kakao Talk service was started. This has turned people who have long concentrated on passive reading into talkative netizens(Lee, J. B., 2013). Kakao Talk, an instant messenger, is able to communicate with the other party largely through text and phone functions, which requires thinking about the concept of orality and textuality. Since the early 1960s, there has been a sudden increase in orality and textuality studies(Na, S. H., 2014). A recent study in South Korea shows that the process of social media users interacting is a characteristic of oral communication. This is due to the nature of participation by users to share something through connections(Lee, J. H., 2004). Because they can send and receive messages quickly, they feel as if they are having a conversation and also feel a sense of social presence. These characteristics are defined as 'third orality'. The first orality ' is based on the present existence of sound, while the second orality is based on the present existence of sound or image. Since the mid-90s, digital communications media has allowed users to visualize and experience not only the auditory world of oral culture, but also the visual world of written culture, in a variety of complex forms, called 'third orality’(Lee, D. H., 2010). In addition, communication skills must be supported in order to satisfy the human instinct for communication(Rickheit, Strohner, & Vorwerg, 2008). In this sense, the amount and quality of communication are 133
important parts of relationship. However, there are not many studies that describe instant messenger, the most common mass media in modern society. In particular, research using the concept of originality and textuality is lacking. Therefore, this study, which analyzes how the third orality of mobile messengers affects social presences, the amount of communication and quality, is meaningful both academically and in practical point 2. Methods Hypothesis 1. The higher the third orality of Kakao Talk users, an instant messenger, the more social presences they will have. Hypothesis 2. The higher the third orality of Kakao Talk users, an instant messenger, the more intimacy they will have. Hypothesis 3. Social Presence created by the third orality of Kakao Talk users, an instant messenger, will have a positive impact on the amount of communication. Hypothesis 4. Social Presence created by the third orality of Kakao Talk users, an instant messenger, will have a positive impact on the quality of communication. Hypothesis 5. Intimacy created by the third orality of Kakao Talk users, an instant messenger, will have a positive impact on the amount of communication. Hypothesis 6. Intimacy created by the third orality of Kakao Talk users, an instant messenger, will have a positive impact on the quality of communication. Hypothesis 7. The higher the third orality of Kakao Talk users, an instant messenger, the more amount of communication will be appear. Hypothesis 8. The higher the third orality of Kakao Talk users, an instant messenger, the more quality of communication will be appear. 134
The study was conducted by users of the instant messenger 'Kakao Talk' open chat room. An online survey of 300 users will be conducted through a research company for about a week. The period is expected from December 7, 2018 to December 17. Afterwards, the data collected will be analyzed, excluded from unreliable samples. 3. Expected Results In oral communication, social presences are created because the speaker's speaking and listening are simultaneous(Ong,1967). Also, Various communication clues can bring different levels of social presence(Sia et. al.,2002). New media users can send and receive messages over the Internet so quickly that they do not recognize the time gap between speech and listening, as in oral exchange. Therefore, they will feel a social presence similar to spoken communication(Lee. D. H., 2010). Aragon(2003) said that social presences have a positive effect on the formation of intimacy among distant people. In addition, Some studies have shown that higher social presences produce positive communication effects(Kim E. M., Lee J. H., 2011; Park, S. B., Hwang, H. S., 2007; Hwang, 2006). Based on this research, The expected outcome of this study is Third orality will have a positive effect on social presences and intimacy. And we also expect to have a positive impact on the amount and quality of communication. Keywords: The third orality, Social presence, Intimacy, Amount of communication, Quality of communication. 135
Management (1) Wednesday, January 23, 2019 13:00-14:30 Lailic Session Chair: Prof. Chung-Pin Hung ISSSM-0271 The Relationships Between the Conservation of Monuments and Benefit of Leisure Well-Being - A Case Study on Luzhou Bauho Temple of New Taipei City in Taiwan Chung-Pin Hung︱Nan Kai University of Technology ISSSM-0259 Factors and Trends of Records Distribution in Music Industry Lunjakorn Tragulpirom︱Rangsit University Songwut Deechongkit︱Rangsit University ISSSM-0269 Quality Development Guidelines for OTOP Product of Community Enterprise in Muang District, Samutsongkhram Province Sudthanom Tancharoen︱Bansomdej Rajabhat University ISSSM-0291 Study on the Governance Model of Agent Construction Unit Opportunism in Agent Construction Project Jialin Gui︱Dalian University of Technology Wen Xia︱Dalian University of Technology Dai Dashuang︱Dalian University of Technology ISSSM-0297 Hot Springs Development for Health Tourism: PornRang Hot Spring, Bang Rin, Ranong District, Ranong Province, Thailand Pannilai Nitirochana︱Suan Sunandha Rajabhat University 136
ISSSM-0385 The Effect of Job Demand and Resource on Job Engagement Min-Shi Liu︱Soochow University 137
ISSSM-0271 The Relationships Between the Conservation of Monuments and Benefit of Leisure Well-Being - A Case Study on Luzhou Bauho Temple of New Taipei City in Taiwan Chung-Pin Hung Department of Leisure Business Management, Nan Kai University of Technology, Taiwan E-mail: [email protected] 1. Background Temples are the center of people's faith. They pray to the god in the temple to gain spiritual hope or peace of mind, accomplish the experience of flow and then obtain the benefits of well-beings. According to the Cultural Heritage Preservation Act of Taiwan, the tangible cultural heritage in Taiwan are classified into nine types, including monuments, historic buildings, commemorative buildings, groups of buildings, archaeological sites, historic sites, cultural landscapes, antiquities and natural landscapes and natural monuments. The monuments is the most important one, because the exist of monuments represent the architectural works and its ancillary facilities built for the needs of human life, which are of outstanding universal value from the point of view of history, art or science.( Ministry of Culture, 2016) Furthermore, the monuments built for the needs of human life, and the monuments are always link to the faith in their life, so that there are many temple been built to meet their needs, including religious or spiritual rituals and activities such as prayer. In the early days of the establishment of the temple, it was mainly provided as a center of faith. As time goes by, when it was designated as a monument, the center of people's faith will be well maintenance and management, and continues to provide the interaction place and then promote the well-being for the people. At the same time it will also become the famous attraction and attract the tourists to visit. According to the flow theory of Csiksentmihalyi (1975), well-being comes from a high degree of concentration, that is, when a person's spirit is completely focus on a certain activity, once this feeling occurs, it is very possible to obtain the experience of flow in mind. At this situation, people will forget the pressure and troubles and then make people ignore the passage of time, and finally make people have a pleasure and positive state of mind, and if they continuing such activities will can make they feel happy and improve their life satisfaction. That is when people go to the temple to pray or to learn and view the building, cultural aesthetic, they may into the state of flow experience and obtain the feeling of leisure well-being. So that the conservation of monuments is important to maintain the leisure well-being for the people. 138
The temple in Taiwan are derived from the Ming dynasty. The temple shrine many deities and become the faith center of people. Due to the devotion of the believers, they usually invest a lot of money with the craftsmen to build the masterpieces of art that make the temple a unique Taiwanese cultural building. In general, the floor plan of temple includes the front hall (such as Baiting, Shanchuan Dian), the main hall (to shrine the main deity), and the side hall. The larger temples will also include other ancillary buildings, such as back hall, bell tower and drum tower and others. Taiwanese temples can be divided into single-hall style, two-hall style, three-hall style, four-hall style and other special forms of temples according to their size. (Lee, 2001) Luzhou Baohe Temple is a two-story style with a front hall, a main hall, right and left shed structures. And its floor plan presents the pattern of the siheyuan. (Lin, 1995) But a lot of monuments have the wooden structures, and the proportion of wood structures is as high as 60%. Because wood is a biological material, as the time goes by, the wooden structure of the monument will damage by weather, biological factors such as sunlight, rainfall, termites, decay, etc. Therefore, it is equally important to develop conservation methods and to maintain people’s leisure well-being. One of the conservation methods on wooden structures of monuments has been applied to Taiwan for about 20 years is Non-destructive Testing (NDT). At the beginning introduced the ultrasonic testing method to the wooden structural components of monuments and historical building, and the first one case was Baoan Temple at Dalongdong of Taipei City. (Tsai et. al., 1997) Baoan Temple won the UNESCO Asian-Pacific Heritage Award for Culture Heritage Conservation because the efforts to preserve this monuments. And then the resistographic testing methods has been applied to many monuments and historical buildings. Hung and colleagues (2004) had been reviewed non-destructive testing of wooden structural components in the listed historical buildings in Taiwan, and compared the different NDT methods. NDT method is a wide group of analysis techniques used in science and industry fields to evaluate the properties of a material or component without causing damage (Cartz, Louis, 1995). NDT method also does not permanently alter the component being inspected, so it is a valuable technique that can save both money and time in component evaluation. NDT of wooden structures in monuments or historic buildings are focus on the part of wood components on the wooden construction of the building. The horizontal members of the building (such as: beam, girder) and vertical members (such as: pillar) are the main components that support the lateral load and the vertical load. Once the components is damaged, the location and degree of the damage may have the different effects on the loading ability of components, thereby affecting the structural safety of wood structure at monuments and historic buildings. (Tsai et. al., 2000) Before the maintenance and reservation of monuments or historical buildings, 139
it is necessary to inspect the horizontal and vertical members of the wooden structure to understand the extent of damage to the components as a basis for repairing, replacing or structural analysis of the wooden components. In this study introduce one of the conservation method for wooden structures of monuments, non-destructive testing methods, and then discuss the influence after maintenance of monuments on the benefits of leisure well-beings for the people. 2. Methods 2.1 Objects The case of monument is located in No.182, Chenggong Rd., Luzhou Dist., New Taipei City in Taiwan and its name is Luzhou BauhoTemple. Baohe Temple established in 1910 and become the faith center in the region. It has the characteristics of traditional temples and preserve precious artifacts then been designated as a monument of New Taipei City on March 11, 2016. The structure of the building is a traditional temple style, and the roof truss is mainly made of wood. Due to the termite damage, most members suffered serious decay, painting peeling and may be danger of collapse and had to maintain and conserved. 2.2 NDT Methods The NDT method to detect the wooden structure in this study is resistographic method. Resistograph instrument is a portable instrument, based on the significant difference between the resistance values and wood density. (R2>0.8) (Rinn, 1993; Rinn el. Al., 1996) The method used by most scholars to evaluate standing timber, beams, pillars and wooden structures. (Zombori, 2001; Laurence et. al., 1999; Winistorfer, 1995) And because the diameter of the wood member in monuments is usually less than 40cm, the instrument is sufficient to penetrate the section of the wood member to provide a good basis for detection and judgment. The wooden members are divided into vertical member of pillars and horizontal member of beams, and the detection points are determined according to their lengths. The testing direction are as show in figure 1 and figure 2. During the testing process, the fine drill needle with diameter 1-1.5 mm and length 380 mm of the resistograph instrument is used to penetrate the wooden component, and the resistance strength of the wooden component to the drill needle is measured, and then the resistance value is obtained through signal conversion to computer to analyze the damage degree of the wooden component. The damage degree is divided into a slight damage level 1 to a dangerous level 4 based on the comprehensive evaluation of the damage factor of wood. 140
Figure 1 Testing direction of wood beams. Figure 2 Testing direction of wood pillars. 3. Results Luzhou Baohe Temple conducted the first wooden structure evaluation in 2002. In order to continue provide the temple as a center of people's faith and to conserve this important cultural asset, it evaluated again before large-scale renovation in 2015. This study evaluated a total of 218 wood components in the Baohe Temple including beams and pillars. Analysis of the wood components of the Luzhou Baohe Temple as show in figure 3, with damage level 1 and 62 components, accounting for 28.4%; damage level 2, 21components, 141
accounting for 9.6%; damage level 3, 38components, accounting for 17.4%; and damage level 4, 97 components, accounting for 44.5%, as shown in Figure 4. A total of 135 components have a damage level 3 or more, accounting for 61.9%. Consider the needs of believer of the monuments, maintain and manage the structural stability to continue provide the faith center is the goal of the management committee of Baohe Temple. Therefore, non-destructive testing methods are still used at intervals of 13 years to assist in the conservation of this temples. That is conservation of monuments has important benefits for leisure well-being. 28.4% 44.5% 9.6% 17.4% 1234 Figure 3 Damage level of wood components of Luzhou Baohe Temple. 4. References Cartz, Louis, (1995). Non-destructive testing. ASM Intl, ISBN 0871705176, USA, pp: 173-187. Csiksentmihalyi, M. (1975). Flow: The psychology of optimal experience. N.Y.: Harper and Row. Hung C. P., Wang S. Y., Lin C. J. (2004). Review on Nondestructive Testing of Wooden Structural Components in the Listed Historical Buildings in Taiwan. Forest Products Industries, 23(4), 355-365. Laurence R. C. and Stephen L. Q. (1999). Detection of wood decay in Blue Gum and ELM: An evaluation of the Resistograph and the portable drill. Journal of Arboriculture, 23(6), 311-318. Lee Q. L. (2001) History of Traditional Architecture in Taiwan, PP.307, Hsiung Shih Art Books Co., Ltd. Lin H. C. (1995) Traditional Architecture Manual- Forms and Practices, PP.223, Artist publishing. Ministry of Culture (2016). Cultural Heritage Preservation Act, derived from Laws & Regulations Database of The Republic of China. Retrieved from https://law.moj.gov.tw/Eng/LawClass/LawAll.aspx?PCode=H0170001 142
Rinn, F., Schweingruber F.H., and Schar E. (1996). Resistograph and X-ray density charts of wood comparative evaluation of drill resistance profiles and X-ray density charts of different wood species. Holzforschung, 50(4), 303-311. Rinn, F., (1993). Catalog of relative density profiles of trees, poles, and timber derived from Resistograph micro-drillings. Proceeding of the 9th International symposium on Nondestructive testing of wood, pp.22-24. Tsai M. J., Hung C. P., Wang S. Y. (1997). Investigation and Evaluation of Wooden Construction in Historic Temple by Using Ultrasonic Testing Technique Conservation and Restoration of Bauan-Temple at Ta-Long-Tung of Taipei City as an Example. Forest Products Industries, 16(1), 22-37. Tsai M. J., Hung C. P., Tsai H. F. (2000). Discussion on disaster prevention technology of large wooden structure in monuments and historical buildings. Review and Prospects of the Cultural Assets Maintenance of the September 21st Earthquake Disaster Symposium, Yunlin, PP.301-316. Winistorfer, P.M., Xu W., and Wimmer R. (1995). Application of a drill resistance technique for density profile measurement in wood composite panels. Forest Products Journal, 45(6), 90-93. Zombori B. (2001). \"In situ\" Nondestructive Testing of Built in Wooden Members. e-Journal of Nondestructive Testing, 6(3). Keywords: Flow, attraction, non-destructive testing method, wooden structure. 143
ISSSM-0259 Factors and Trends of Records Distribution in Music Industry Lunjakorn Tragulpirom, Songwut Deechongkit M.Sc. (Management of Logistics), Graduate School, Rangsit University, Thailand E-mail: [email protected] Keywords: Music Consumption, Records Distribution Channel, Development in Music Industry, Records Distribution Trend 1. Background Consumer behavior and distribution channel are major concern in music industry which develop through technology and innovation. With the power of digitalization combining with the internet, consumer gain access to music anytime and anywhere via various channels with no expenditure, causing loss of sales in both physical copy and digital files (Gayda, 2016). On the one hand, records company with traditional strategy are struggling with loss of direction and still finding a way to overcome change; on the other hand, music streaming services get the opportunity for meeting customer demand, not only domestic investment but able to invest in new market area such as Thailand and other third to second world countries. 2. Methods The main purpose of this research is to find the possibilities of adaptation. In particular, the aim of this work is to answer the following research questions: 1. What are the characteristics of modern logistics activities in music industry? 2. What are the factors that influence consumer behavior in music accessing context? 3. What are the future trend of records distribution? To verify these research questions, the author implemented a mixed method study which are consist of two parts; quantitative and qualitative study. 2.1 Questionnaire Statistical data of 400 samples in Bangkok are collected by questionnaire then will be analyze with Chi-Square Test with significance level of 0.05 to find relationships between demographic factors and consumer behavior in music accessing context. According to Yamane’s method (Yamane, 1967) the details of sample size are represented in the following equation. where n = Corrected sample size, N = Population size, and e = Margin of error (MoE) which is 0.05 based on the research condition. 144
Questionnaire are divided into two parts; demographic profile of respondents and their music consumption activities which are based on logistic activities; composed of information flow, mainly about activity and place during listening to music to find effective ways of advertising which correlates their activities; goods and services flow or distribution channels, to find main music access of listeners in modern day; and financial flow, to study their financial activities in musical context. 2.2 Depth Interview The analyzed data from questionnaire are used as an element to design questions, topics, and information for six entrepreneurs; composed of records label owner, artist, producer, musician, and retailer. Some of the interviewee may have one or more role in music industry. Interviewed data are processed with content analysis to find correlation between interviewees and secondary data from other sources. Interview questions are as mentioned below: 1. What does modern logistics activities of music industry look like? 2. What are the differences between being independent artist and artist by record label? 3. What are your choices channels of distribution? 4. What are the ways of adaptation and future trend of music distribution? 3. Results 3.1 Statistical Data By collecting statistical data from 400 respondents in Bangkok, the results are as shown below. Some of the questions may have more than 400 responses as some of them are multiple responses. Table 1: Activities during listening to music Activities during listening to music Transport Free Work Hang Out Work Out Bath Reading Others / Driving Time / (ex. Studying meditation) Numbers of 180 179 161 69 21 336 303 199 Respondents (Table 1) Most of the respondents prefer to listen to music while transport with the highest number of 336 responses. As Bangkok traffic jams are one of the world’s worst (Fernquest, 2017). This might be a good opportunity for distributors and advertisers to promote their goods and services during peak hours. 145
Table 2: Factors influencing music preference Factors of Preferences Sound Artist Performanc Records Others Quality Label (ex. Lyrics) Genre Language 46 14 appearance e Numbers of Respondent 332 300 114 73 72 s (Table 2) Genre, the most concerned factors by listeners, while lyrics and records label are two of the last concerned. Nowadays, independent artist plays a great role in music industry while records label stop producing new artist and focus on new source of revenue such as film and other types of media (Khalili-Tari, 2017). Table 3: Number of paid listeners and free listeners Number of Paid Listeners and Free Listeners Paid Listeners Free Listeners Total Respondents Numbers of 186 214 400 respondents (46.5%) (53.5%) (100.0%) (Table 3) Most of the respondents are free listeners with number of 214 responses who have no expense on music including internet pirates. According to one study, most of them are generation Y which “sees online music piracy more as a chance for the artist to promote their work” (Kaszycka, 2017, p. 119) Table 4: Expenses on copies and subscription Expenses on Copies and Subscription iTunes / Live Music YouTube Vinyl Online Radio CD Apple Others 4 Music Application Red Records 5 (1.3%) (1.6%) Music Numbers of 100 64 63 55 18 11 (19.7%) (17.2%) (5.6%) (3.4%) Respondents (31.3%) (20.0%) (Table 4) According to one of the interviewees, even there are decreased in sales, with the right marketing such as including photobook or special collector items, CDs are still sellable for collectors and fans. But on the other hand, as an outdated technology, less people have CD player at home and some of the latest laptop doesn’t have CD player included. Table 5: Purchasing methods 146
Purchasing Methods Department Online Shopping Retailers Place of Convenience Stores Performance Stores 69 25 Numbers of (28.2%) 59 55 37 (10.2%) Respondents (24.1%) (22.4%) (15.1%) Table 6: Payment Methods Payment Methods Cash Credit / Debit Mobile Application E-Money 119 11 Numbers of (41.9%) 109 45 Respondents (38.4%) (15.8%) (3.9%) (Table 5&6) Most of the respondent still purchase physical copy by going to department store but according to two of the interviewees and statistical data from eshopworld; with the rising of eCommerce users, online shopping will soon to be the main method of purchase (eshopworld,2018). In addition, two of the mentioned interviewees stated that rates of customers paying with their mobile application keep growing day by day. By using credit or debit card will cause additional charge for the stores which is unpreferable to the retailer. Table 7: Monthly Expense Monthly Expense ≤ 50 THB 51 – 100 101 – 200 201 – 500 501 – 1,000 > 1,000 THB THB THB THB THB 28 13 (7.0%) (3.3%) Numbers of 21 34 48 42 Respondents (5.3%) (8.5%) (12.0%) (10.5%) *exchange rate of 35 THB = 1 USD (Table 7) According to the price of pay-per-download, physical copy, and music subscription, most of the respondent expend around 101-200 THB or 4 USD which is an average price for a copy of domestic album or one month of music subscription. Table 8: Frequency and Duration of Music Consumption Frequency (days per week) Duration (hours per day) Numbers of respondents Everyday 5-6 3-4 1-2 >4 h 2-4 h 1-2 h <1 h (100%) YouTube 218 52 77 36 120 55 132 76 383 (56.9%) (13.6%) (20.1%) (9.4%) (31.3%) (14.4%) (34.5%) (19.8%) 147
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