THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021)

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Comparison of Confucian and Western Ethical Beliefs and Principles There are distinct perspectives that are associated with the traditional principles of Western ethics, which have been identified by several studies and have been identified as the core values of Western culture and democratic values, which together, culminate in Western philosophy. Moreover, leadership, as a term, originated from within Western culture, while, leadership as a culture, especially leadership that has Western culture genes, originates primarily from Western ethics (Dion, 2012; Engelbrecht, Heine & Mahembe, 2017).There are two different kinds of perspectives in traditional Western ethics. They are the deontological perspective and the teleological perspective. The deontological perspective focuses on making the right decisions, the main idea involves undertaking the right action. The right action is a demonstration of what right things a person should be doing, this is known as doing the right thing. Under the umbrella of this perspective, there are two ethical dimensions known as duty and rights (Dion, 2012; Duarte, 2008; Engelbrecht, Heine & Mahembe, 2017; Gutierrez, Spencer & Guorong, 2012; Turnbull, 2011). The teleological perspective encompasses the concept that a person should have good intentions. Therefore, this is an intention-oriented perspective. This can be separated into two aspects known as good and consequences. In the aspect of being good, there are two ethical dimensions such as good character and good relationships . As for the aspect of consequences, there are two ethical dimensions known as egoism and utilitarianism (Duarte et al, 2008; 2011; 2012; 2012; 2017). There are similarities and differences between these two as they originated from ancient Greece. Over the years various ethical dimensions have emerged with new leadership paradigms and these emerging ethical dimensions have contributed to the expansion of the principles around traditional Western ethics on the Deontological and Teleological perspectives. Meanwhile, these different ethical dimensions are used in different professional fields, such as business ethics, education ethics, medicine ethics, leadership and management ethics. Nonetheless they are commonly considered with two perspectives in mind, doing the right action and being a good person with good intentions. Additionally, there are principles of ethics and behavior which originate from Western religions, such as integrity, honest, loyalty, and peace; while there are cultural and practical principles of ethics and behavior regarding leadership. These principles are included as: (1) authenticity; (2) justice; (3) diversity; (4) tolerance and civility; (5) clarity of moral purpose and encouragement (Dion, 2012; Engelbrecht, Heine & Mahembe, 2017; Gutierrez, Spencer & Guorong, 2012). Confucian and Western philosophy in education have differences based on their cultural distinctions. Western philosophy is shaped from tradition and the modern school, while Confucian philosophy represents educational philosophy from around the World (Sun, 2008). The following table is a comparison of Confucian and Western philosophy in regard to education. 45

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Table 1: Comparison of Confucian and Western Principles of Education Confucian principles in education Western principles in education Educational goals that educate people to be Educational goals encourage people to gentlemanly and of service to government become creative and critical (Sun, 2008) (Sun, 2008) Encourage students to know the knowledge Encourage students to individually reflect on and the nature of the knowledge. (Deng, what knowledge they need to construct for 2011) themselves. Encourage learners to think how knowledge, (Deng, 2011) attitudes, and skills are acquired. (Li & Hayhoe, 2012) Encourage learners to think what knowledge, attitudes, and skills they create. (Ren, Liu & Zheng, 2015) Encourage students to be in harmony. (Tan, Encourage students to be different. (Tan, 2017) 2017) Confucian virtues are demonstrated in the five ethical principles of Ren, Yi, Li, Zhi Xin and other ethic codes such as Zhongyong (modern) and Yong (courage) (Hackett & Wang, 2012). Aristotle, the famous Greek philosopher put forth fifteen ethic codes: courage, temperance, justice, generosity, magnificence, magnanimity, mildness, truthfulness, wit, friendliness, prone to shame, proper indignation, prudence, wisdom and one pertaining to “small honor“ which essentially remained nameless (Olson &Johnson, 2010; Hackett & Wang, 2012). Nonetheless, there is overlap as demonstrated in the following table. Table 2: Overlap of Confucian virtues and Aristotelian Values Values Confucian values Zhi Xin Aristotelian Ren Yi Li Yong Zhongyong (Wisdom) (Trustworthiness) (Courage) (Moderation) Values (Benevolence) (Righteous) (Manners) / / / Courage / // ×× / × Temperance / × / × Justice / ×× / Generosity / × Magnificence / Magnanimity Mildness / Truthfulness Wit × ×× Friendliness / Prone to shame / Proper indignation / Prudence Wisdom / Nameless × ×× Note: “/ ” indicates overlap and “×” designates no overlap. Source: Hackett & Wang (2012) 46

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Conflicts with Western and Confucianist Traditions and Ideas China has a unique cultural heritage and relationship with the ideology of Confucianism. Confucian ideology has influenced Chinese philosophy and behavior for many thousands of years. Confucianist philosophy is still practiced in teaching and learning in China and is very much evident in teacher-centered methods and passive learning approaches often found in the country (Megheirkouni, 2016). Moreover, there are critical points in Confucianist philosophy that are different from western perspectives. For instance, there are no absolute wrongs according to Chinese culture, many things are relative and that is how the Chinese think from ancient times. Nonetheless, the Chinese need to upgrade their Confucianist beliefs to be more applicable to their daily life with critical thinking and the Chinese need to redefine some Confucian values into modern contexts (Yang, 2018). The Chinese are able to understand Confucian principles more easily than Western philosophies and the Chinese have built their ethical codes based on Confucianism, although communist social values have also influenced ideology in modern Chinese society (Chen, 2019). Therefore, to develop an effective model of socially responsible leadership, these differences should be considered in the model in order for it to be more applicable to Chinese students. Nonetheless, Chinese Confucian principles of ethics and behavior possess cultural and practical familiarities for Chinese people in Chinese social contexts. The premise of the practice of Confucian ethics is that people should have good self-consciousness. Confucian ethics focus on people’s internal values and encourage external behaviors to reflect those values. It encourages people to be consistent with their internal values and external behaviors, which is still a useful and practical behavior even in this modern day and age. However, because of China’s participation in the globalized economy, it is necessary for future generations to bridge the gap between the two perspectives in order to be effective leaders. Developing Leadership in Chinese University Students There is a demand for research that is related to Confucian ethical beliefs and principles for college students in China. Research has demonstrated that is even more important nowadays that university students understand the content of Confucian ethics as good cognition of Confucian ethics can create efficient ethical behaviour (Li & Zhang, 2012; Zhang, 2013). Furthermore, Wu (2015), found that modern Chinese students need to improve their social responsibilities, commitment and their level of good self-consciousness according to Confucian ethics. In particular, university students need to learn Confucian ethics through use of realistic activities. Student leaders should be taught to be pioneers within their organizations. Findings of another research by Cheng (2017) indicated that (1) Chinese university students were able to improve their self-consciousness, harmony of internal values and external behaviours, and commitment to Confucian ethics; (2) Confucian ethics was able to encourage university students to build good human relationships, collaboration, and enhance social responsibility. Strategies to develop Confucian ethics by learning and practice included (1) developing a suitable leadership framework; (2) having open classes and seminars; and (3) developing new media groups. Chinese higher education institutions should help students to concentrate on 47

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" ethical and moral value building and behaviour and encourage innovation within modern social contexts. Overall, these studies have explored how to approach Confucian ethics in a practical manner. Although there are relatively numerous theoretical frameworks in the research field, a conceptual framework to guide either quantitative research or mixed-method research is still lacking. Up to now, these studies have collectively proved that university students in China have the possibility to increase their social responsibilities and ethical paradigms by using Confucian ethics as a framework. However, Confucian ethics need to be upgraded and renewed to be in line with modern times (Li & Zhang,2012; Zhang, 2013; Wu, 2015; Cheng, 2017; Chen, 2019). Chinese higher education administrators are now encouraging more critical thinking, when acting to educate students with Confucian beliefs and principles. Furthermore, Chinese HEIs are increasingly creating learning environments to support and educate students to be ethical leaders, with Confucian ethical beliefs and principles. However, Chinese HEI administrators need to critically consider the following: (1) What conditions are appropriate for the practice of Confucian ethical principles; (2) How to adjust old or inappropriate Confucian ethical principles for current social demands; (3) How to assess the performance of student’s ethical leadership development and (4) What emerging ethical factors within Confucian beliefs and principles might be used to develop ethical leadership for students (Pu, Zu & Wang, 2015; Wu, 2015). Chinese HEIs may offer classes, seminars and development activities to increase understanding of Confucian beliefs and principles. Then, these actions might lead students to consider practicing Confucian ethics critically and innovatively. Furthermore, Confucian ethics can likely lead to an increased awareness of self-consciousness, social responsibilities and collaboration for modern Chinese university students. Therefore, Chinese HEI administrators have rational justification to educate students using Confucian ethics. Social Change Model is an emerging leadership theory exclusively designed for university students. It is regarded as leadership that is collaborative, value-based, and purposeful. This is different from post-industrial leadership paradigms that have been designed for managerial control. It considers leadership as not only proceeding the leadership position, but is based on the belief that every student can be a leader if they have a willingness and motivation to do so (Othman & Rahman, 2014). The Social Change Model aims to improve social responsibility of university students and lead them to positive social change. It provides a suitable framework to enlighten college students of their social responsibility for positive social change and how to practice their social responsibility successfully (Komives & Wagner, 2017). The Chinese National Education Development Plan encourages effective socially responsible leadership development in higher education institutions. According to the Chinese National Education Development Plan (2010-2020), Chinese university students should improve their social responsibility and social adaptability. Additionally, Chinese college students require suitable strategies to develop their social responsibility (Wen & Wen, 2018). However, studies on social change leadership for undergraduate students are lacking in China, as most research 48

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" focuses on descriptions of differences but not on the development for college students (Yang, 2018). In China, student activities are widespread and implicate student leadership development, social responsibility, citizenship education and special skills. However, activities for citizenship education are commonly expressed by lecture-oriented classes and class activities in ethical development programs or political education programs. In ideological education classes, Chinese teachers prefer to lecture about context knowledge regarding Chinese citizenship and only in the last half of the class, would teachers organize class activities for students and get them involved with reflection activities and thinking by asking critical questions about their daily life (Akram & Shah, 2018). However, in recent years Chinese HEIs have felt inclined to explore how to enhance their student leadership competencies as China has become more globalized as well as having the ability to lead a global community together by sustainability and economic development. Therefore, Chinese HEI’s realized that there are demands for leaders with global perspectives, and socially responsible perspectives for the future. Nonetheless, there are limitations on student activities in leadership development in China. Developmental activities in leadership are not available for all students. For example, although there are developmental leadership activities in Chinese universities, these activities are offered to student affair groups rather than all students. There is also a lack of clear leadership theory and implications for guiding activities. In fact, when servant leadership activities proceeded in Chinese universities, tutors preferred to utilize general leadership theories to guide participants rather than exclusive use of servant leadership theory and practice (Wen, 2017). For student leadership development to be effective, universities need to analyze, monitor, and reflect one the use of proper activities. Social responsibility is a crucial value for enhancing socially responsible behavior. Hence, research addressing and discussing what types of leadership activities can promote socially responsible leadership in students should be promoted and carried out systematically to enhance their socially responsible leadership skills. References Akram, M. & Shah, A.A. (2018), Predicting student achievement through organizational learning culture. Journal of Education & Social Sciences. 6(2), 15-26. Buschlen, E., & Dvorak, R., (2011), The Social Change Model as Pedagogy: Examining Undergraduate Leadership Growth, Journal of Leadership Education, 10 (2), 38-56. Chen, M., (2019), The enlightenment of Confucian moral thoughts on the construction of college students' values. Educational Theory Research. 19, 138- 139. Cheng, B.R., (2017), The combination of Confucian excellent moral thoughts and ideological and political education of college students. Journal of Beijing 49

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Institute of Graphic Communication. 25(5), 160-162. Cheng, H.X. (2018). College student leadership training based on youth community. China Adult Education. 12, 70-73. De Paul University Website. Retrieved https://www.depaul.edu/Pages/default.aspx. Deng, Z.Y. (2011), Confucianism, modernization and Chinese pedagogy: An introduction. Journal of Curriculum Studies. 43(5), 561-568. Dion, M., (2012), Are ethical theories relevant for ethical leadership?, Leadership & Organization Development Journal, 33(1), 4-24. Duarte, F., (2008), What we learn today is how we behave tomorrow: A study on students' perceptions of ethics in management education, Social Responsibility Journal, 4(1/2), 120-128, Dugan, J.P., Komives, S.R. & Segar, T.C. (2008), College student capacity for socially responsible leadership: Understanding norms and influence of race, gender, and sexual orientation. NASPA Journal. 45 (4), 475-500. Engelbrecht, A., S., Heine, G & Mahembe, B., (2017), Integrity, ethical leadership, trust and work engagement, Leadership & Organization Development Journal, 38(3), 368-379. Foreman, E.A., & Retallick, M.S. (2016), The effect of undergraduate extracurricular involvement and leadership activities on community values of the social change model. NACTA Journal, 60 (1)86. Gutierrez, B., Spencer, S., M. & Guorong, Z. (2012), Thinking globally, leading locally: Chinese, Indian, and Western leadership, Cross Cultural Management: An International Journal, 19(1), 67-89. Hackett, R.D. & Wang, G. (2012), Virtues and leadership: An integrating conceptual framework founded in Aristotelian and Confucian perspectives on virtues. Management Decision. 50(5), 868-899. Higher Education Research Institute. (1996). A social change model of leadership development: Guidebook version Ⅲ. College Park, MD: National Clearinghouse for leadership program. Jing, J. & Cai, Q.W. (2019), Research on self-leadership of normal students in provincial normal universities. Journal of Henan Normal University (Philosophy and social sciences), 46(2), 151-156. Jun, T. (2017), Discussion on the lack of leadership education for college students. The Science Education Article Collects. 399, 123-124. Komives, S., R., Wagner, W. (2017), Leadership for a Better World: Understanding the Social Change Model of Leadership Development. Jossey- Bass A Wiley Brand, One Montgomery Street, Suite 1,000, San Francisco. Karp, T. (2003), Socially responsible leadership, Foresight, 5(2), 15- 23. https://doi.org/10.1108/14636680310476230. Li, J.X. & Zhang, J.H., (2012), Guide the college students to form a correct outlook on life with the correct connotation of Confucian righteousness. Si Xiang Zheng Zhi Jiao Yu Yan Jiu. 171-172. 50

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Li, J. & Hayhoe, R. (2012), Confucianism and higher education. In J. A. Banks (Ed.), SAGE encyclopedia of diversity in education (Vol. 1, pp. 443-446). Thousand Oaks, CA: Sage. Megheirkouni, M. (2016), Leadership development methods and activities: content, purposes, and implementation. Journal of Management Development. 38(10), 237-260. Mydin, K., F. & Amran, M.,S. (2019), Socially responsible leadership capacity among student leaders, Creative Education. 10(12), 13 National Bureau of Economic Research (2015). https://www.nber.org. Ning, P. L. (2016), Research on the cultivation mechanism of college students’ leadership. Career Planning: The World of Labor Security. 2, 32. Olson, A.R. & Johnson, J.A. (2010), Aviation student involvement in campus based extracurricular organizations at a Midwestern university. Collegiate Aviation Review International: The Peer Reviewed Journal of the University Aviation Association. 28(2), 47-58. Othman, Z. & Rahman, R.A. (2014), Attributes of Ethical Leadership in Leading Good Governance, International Journal of Business and Society, 15 (2), 359-372. Pu, B.S., Zu, H. & Wang, Y.P. (2015), Analysis on educational value of morality in martial arts from the perspective of five constant virtues. Bulletin of Sports Science and Technology, 23(6), 92-94. Ren, R., Liu, Z. & Zheng, Y.L. (2015), Modern western philosophy in the liberal education in current English majors’ language teaching in China. Sino-US English Teaching. 12(8), 641-645. Sun, Q. (2008), Confucian educational philosophy and its implication for lifelong learning and lifelong education. International Journal of Lifelong Education. 27(5), 559-578. Tan, C. (2017), Confucianism and education. In Noblit, G. (Ed.), Oxford Research Encyclopedia of Education (pp. 1-18). New York: Oxford University Press. Tsinghua China Data Centre (2019). Retrieved http://www.tcdc.sem.tsinghua.edu.cn/en/. Turnbull, S., (2011), Worldly leadership: Challenging the hegemony of Western business education, Journal of Global Responsibility, 2 (2), 170-187. Wagner, W. (2006), The social change model of leadership: A brief overview. Concept & Connections, 15(1), 9-10. Wen, Y.W. (2017), An empirical study on student leadership programs based on Chinese socialist core value. Youth Research. 3, 80-86. Wen, Y.W. & Wen, F.Y. (2018), Leadership for social change: Findings from Chinese college students. Journal of Leadership, Accountability and Ethics, 15(4), 120-129. Wu, M.M., (2015), study of the socialist core values and inheritance of Confucian moral thoughts, Journal of Jiangxi Science and Technology Normal University. 2, 74-78. Xu, M.G., Zhang, X.Y. & Li, D.D., (2013), A brief talk on the integration of five Confucian principles and the cultivation of the members of the Party Communist 51

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THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Strengthening Strategic Enrolment Management Integration Through Effective Organizational Change Management Timothy Scott¹ and Poonpilas Asavisanu² ¹²Graduate School of Human Science, Assumption University, Bangkok, Thailand Correspondence: Timothy Scott, School of Human Science, Assumption University, Bangkok, Thailand. E-mail: [email protected] Abstract Higher institutions face increasing need pressures to transform existing strategic enrolment strategies to offset mounting internal and external influences within the educational marketplace. With organizations dramatically reconceptualizing the classroom and instructor- student mandated interaction, internal resistance has significantly impacted enrolment initiatives' success and compounded institutional struggles. This paper discusses how institution-wide strategic enrolment planning can only achieve desired goals when organizational change management has been established and entrenched in the institution’s identity. With a focus on educational service quality and decreasing financial solvency, this paper recommends prioritizing a ground-up strategy promoting a culture of change. Change management instills readiness in all levels, creating organizational nimbleness. With nimbleness, each level can adapt to the enrolment management system's frequently evolving policies and ensure long-term institutional success in an increasingly competitive education market and intensifying student recruitment challenges. Keywords: enrolment management, strategic planning, change management, readiness, student recruitment Introduction Higher education institutions exist in a market that is increasingly saturated and competitive. Traditional education structures have been systematically challenged by environmental factors, changing the dynamics within the marketplace. Historically, higher education institutions have been slow to respond or adapt, relying on existing strategies to combat shifts in demands; however, current conditions have seen immense pressure from demographic changes, tuition revenue declines and changing social beliefs towards post- secondary need that now threatens numerous institutions' stability. The current cohort of students, Generation Z, is defined by their demand for instant results and hesitation towards traditionalistic strategies that focus on generalist skill development. Changing student needs, decreasing enrolment, and an increasing number of alternative education sources have left many traditional institutions searching for methods to remain solvent. Growing numbers of organizations have implemented strategic enrolment management policies to recruit and retain students, often to marginal success. Frustrations and internal conflict develop as tension within institutions intensifies, leading to resistance to developed strategies. Without internal support, Strategic enrolment campaigns continue to achieve diminished results through 53

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" misguided or ill-planned strategies that focus entirely on driving change, not how to adapt to the change. Leadership continues to promote Strategic enrolment initiatives, understanding the importance of its success; yet, communication and collaboration isolated occurrences. Strategic enrolment policies require on-going change and adjustment to serve their student-centric model best. Higher education institutions have developed a culture that is reliant on stability and maintaining the status quo. Strategic enrolment integration requires nimbleness within the institution to adapt and incorporate new dimensions to optimize student needs and improve institutional branding. Institutional nimbleness is best achieved by the development of organizational change management. Change management promotes change acceptance through collaboration at various higher education institution levels, providing the skills and tools for projects to succeed. Organizational change management is primarily focused on the people element of change, reducing the barriers that create resistance and advocating readiness across all institution levels. Change management empowers individuals and groups to scrutinize internal and external conditions, interpret threats, evaluate alternatives, and promote change. Effective incorporation of change management in a higher education institution dramatically improves enrolment policies' viability as it instills the necessary flexibility from the bottom-up. As policies are continuously shaped and altered, change management is the framework that fosters change acceptance allowing for systematic integration of enrolment management to thrive. This paper seeks to introduce and discuss current pressures facing effective strategic enrolment management success in higher education institutions. Changed by internal and external factors, the paper first outlines existing challenges encountered by enrolment initiatives and reasons why institutional adaption faces increased resistance by instructors and staff. To counter identified institutional complexities, the paper will propose the importance of organizational change management in the higher institutional model and its benefit for enrolment management. The author identifies two specific areas of great concern in the current educational market, service quality perception and operational costs, linking a successful institutional-wide strategy with effective integration of both change management and enrolment management systems. The paper concludes with six recommendations for institutions to strengthen existing operational enrolment strategies through change management. Key Terminology and Acronyms Post-Secondary Education Institutions Higher Education Institutions (HEIs) Generation Z (zoomers) Students born (loosely) between 1998-2010. Strategic Enrolment Management (SEM) Considered the first truly digital natives, being exposed to digital devices and media for their entire life. Strategies to accomplish directives set by institutions’ missions and student need through targeted recruitment, retention, academic learning, and loyalty plans. 54

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Organizational Change Management (OCM) Methods of incorporating acceptance of Institutional Nimbleness change to promote success of strategic operations. Focuses on how instructors and departments are influenced by change and creates a community (internally-driven) strategy to support nimbleness. An institution or department’s ability to quickly react to change and incorporate appropriate responses to environmental and internal needs. Strategic Enrolment Management (SEM) Strategic enrolment management (SEM) is a comprehensive organizational focus seeking to maximize student success through an institutional mission-linked strategic plan. Initial constructs of SEMs focused primarily on recruitment methods through model development. As enrolment models adapted over time, SEM's role expanded to incorporate additional core principles beyond recruitment, embracing activities as promoting student academic growth, program delivery, improved student services, and financial planning. Although principle constructs of SEM gravitate towards optimizing enrolment, HEIs have started to establish an SEM institutional structure that stresses team diversity that acknowledges faculty is crucial in an efficient design. Copeland (2009) remarked that research promotes full multi-levelled SEM integration; yet, many institutions have poorly executed SEM systems due to ineffective designs based on outdated philosophical strategies. Substandard SEM models and institutional gaps are connected to varying definitions of SEM and its established institutional-designed focus. Dolence (1997) characterized SEM as a set of operational procedures developed to optimize recruitment, retention, and student success through an academic context. It generates demand through marketing campaigns and a synergistic institutional strategy that cultivates a collaborative environment facilitating students' needs with student services, the faculty, and institutional leadership. Henderson (2005) asserted that without an academic context to the SEM system, institutions create a ‘silo culture’ that is devoid of cross-department support and only focuses on short-term growth through a singular purpose mission. Challenges of SEM Implementation The implementation of a multi-levelled SEM system is complex and associated with numerous challenges. Difficulties can exist internally and externally, leading to criticisms about SEM's necessity and the actual overall benefits of a costly institutional-wide operation. Issues focus on the required technical systems and support staff associated with SEM, the development of inappropriate programs, ineffective marketing strategies, poorly managed administrative systems, and the recruitment of lower quality students (Hyde, 2018). These complexities often generate finger-pointing and blaming for perceived failings, identifying immense time requirements associated with meetings and planning sessions, complicated integration of SEM strategies with institutional missions, detailed data-driven requirements, and costly SEM designs and structure. The pressure to achieve desired outcomes that impact 55

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" the entire HEI compounds the SEM implementation. Continuously changing internal and external factors intensifies SEM teams' tension, imposing additional concerns towards outcome uncertainty. Increasing numbers of HEIs incorporate SEM out of necessity, a last ditched attempt to improve severely deteriorated conditions. HEIs that are already facing considerable enrolment declines, reduced tuition revenue, and increasing financial solvency issues may unfairly rely on instantaneous returns with marginal time and financial investment. Performance improvements require commitment and effective leadership, proactively identifying internal and external risk while encouraging shared responsibilities towards an SEM culture (Black, 2010). A well-structured, organized HEI with firmly integrated SEM possesses an institutional culture that views student recruitment, student retainment, and student achievements as a shared function. Influential SEM culture seeks to develop and cultivate student relationships along the entire student life cycle, from entry to conferment, idealizing the sharing of accurate knowledge. SEM culture requires interconnection among departments and teams; however, HEI academic culture is entrenched with a desire for autonomy. This autonomy can exist at an individual and group level, as decisions are singularly focused on achieving program or class needs (Weerts, 2019). Faculty additionally gravitates towards standardization that is based on established principles that act as a form of normality. SEM is a contradiction to those established conceptualizations, as it continually strives for improvement through change. SEM is student-driven, where policies, procedural and structural, are developed to enhance the student experience and strengthen institutional desirability through reputational branding. Faculty and staff are still allowed an active voice and degrees of freedom, although the traditionalistic foundations of faculty first or leadership-centered are counter to the SEM model. SEM requires all HEI levels to share a vision and actively participate in executing the necessary steps. Internal factors within the HEI can impair SEM effectiveness, as leadership needs to have the appropriate strength to promote the correct collaborative framework necessary to overcome obstacles. External factors can bewilder the SEM design, sending shock and unease through the entire organization. Sigler (2017) noted that numerous external factors could surprise well-structured HEIs; however, sudden shifts in student demographics, government policies, and course demands lead to the feeling of hopelessness as it demands dramatic reformulations of existing procedural and structural planning. Students continue to be the most significant cause of SEM change as the entire process is student-centric. Current cohorts belong to the Generation Z grouping, born between 1998-2010. Social media's existence and accessibility drive their entire life; thus, results are demanded immediately and mostly perceived as a transactional exchange. Financial conservatism is an additional element used to describe Generation Z students, examining the educational process's cost-versus-reward elements. Student satisfaction is strongly derivative of providing the best service and resources for the least amount of direct costs, applying pressure on existing institutions to reduce overhead. Student-as-consumers require more direct engagement by the administration, building trust and reducing anxiety through increased mentoring, advising, and job placement support. These changing demands are costly and require dramatic shifts in the faculty-student and administration-student relationships, linking them directly with student attrition or transfer 56

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" (Penny, 2018). The demands for course customization and personalization in educational pathways and instruction are cost intense and human-resource taxing. The challenge of promoting a personalized educational experience is a complete conceptualized redesign that has hindered traditional institutions and introduced new generation educational competitors that are specifically skill-oriented and virtually designed to the education market. HEIs have additionally been overwhelmed with pronounced demographic changes both domestically and abroad. Enrolment has been declining, related to young adults shifting priority from traditional four-year model universities towards skill-developing post-secondary school programs. Graduating high school students are becoming more reluctant about direct entry into traditional HEIs, as growing costs and fear of economic security create hesitation. Post- secondary readiness continues to decline among registered first-year students; as increase HEI saturation occurs, entry standards gradually shift to accommodate institutional needs for specific enrolment targets, appointed to maintain financial stability. Benchmarks in sciences, maths, and language skills have declined, leading to increased difficulties for students to adapt and complete required course objectives (Conley, 2008). Schools need to incorporate additional support mechanisms to aid student development, applying considerable financial pressure on the HEI. Faculty are additionally burden by modifying criteria and course designs to meet a lower proficiency, impacting the service quality and knowledge exchange. Increased academic deficits also correlate with student attrition and reduced student persistence, reducing SEM controls' effectiveness. Financial demands have pushed educational costs to points that far outpaces individual economic growth, further driving enrolment numbers down (Youmans, 2017). The cyclical nature of external issues entrenches student declines, as reduced enrolment increases demand on students with academic deficiencies, resulting in additional programs and support systems needed to build student capabilities to achieve success in the HEI. These additional demands apply significant economic pressure, requiring institutions to increase tuitional costs to offset growing demands (Hemelt & Marcotte, 2011). The inflated tuition fees further reduce student engagement, resulting in a further shift in academic requirements to ensure solvency. With HEIs effectively pricing themselves out of the market, dramatic change is necessary for long-term institutional viability. Organizational Change Management (OCM) Institutional change is necessary as educational conditions, internal and external, evolve, requiring astute alterations to associated mechanisms to remain competitive in increasingly saturated markets. Organizational change management (OCM) represents policies and practices that deal with dynamic cultural factors associated with change (AACRAO, 2020). In an educational context, OCM is the prescriptive technique to execute initiatives emphasizing the ‘how’ not the ‘what’; how to efficiently prepare the human infrastructure to incorporate change, foreseen and unforeseen, into strategic management projects. Effective management is directly associated with the understanding that conditions are never static; higher education institutions (HEIs) are increasingly affected by globalization and the necessity to adapt to dynamic market conditions that require institution-wide coordination. Institutions that instil the appropriate organizational strategy realize that organizational change is fruitless without the necessary support fostering change acceptance in faculty and staff. When HEIs confront institutional challenges that require dramatic organizational re-positioning, forced adaption 57

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" policies fail to gain the necessary support due to inner-organizational resistance to change, ultimately sabotaging full integration. Successful HEIs develop readiness skills in their faculty and staff, building the necessary values, attitudes, and culture to embrace change through confidence in leadership’s direction (Atasoy, 2020). Types of Change Management in Education When HEIs are confronted with situations requiring institutional reorganization, the degree of engagement corresponds with the necessity of change within operations. Not all operational changes require large-scale adaption, but rather a specific component change within the system itself. Effective OCM seeks appropriate modification of institutional elements to achieve the desired outcome. Burke (2017) identified three distinct; yet, intertwined organizational levels that focus on specific elements of change adoption: the individual level, the group level, and the large-system level. Although a change to a specific level does not equate to change totality, group-level changes have an interrelation with individual level, and large- scale institutional changes require, at least in part, interconnectivity between the groups and individuals. The priority to the level directly correlates with the operational goals set out by leadership, with tasks targeting areas that best serve the OCM’s agenda. Individual change management is focused on creating and executing strategies to promote an organizational change for a new direction. Although effective OCM policies at the individual level are necessary for institution-wide reconceptualization, most changes strengthen faculty readiness and institutional competitiveness, opposed to total operational change (Burke, 2017). At its core, individual-level focused OEM seeks to develop, recruit, train, and retain the necessary staff to facilitate more significant change. HEIs must understand how their staff confronts change and what mechanisms are best utilized to promote the necessary change when demanded.. Effective individual-level OCM requires HEIs to be conscious of existing organizational conceptions and the potential consequences of the intended change on a targeted group. The conveying of clear goals and providing support to alleviate fears is necessary to promote successful change (Aiken & Keller, 2009). The importance of group-level change management in HEIs is becoming more significant with the increased acceptance of collaborative and transformational leadership. Martin (2006) noted that group change management consists of institutions identifying which groups or teams are directly impacted by the change and how that change will affect performance or concept integration. With numerous HEIs incorporating increased priority on group empowerment through reduced organizational hierarchy and direct supervision, the emphasis on explicit instruction and goals becomes significantly more critical to ensure productivity. As environmental demands change, the integration of members with different skills may be required to support the organizational change initiatives successfully. Institutional leaders need to evaluate the situational need and balance the need for group cohesiveness to maintain optimal performance through group reorganization. Large-scale organizational change is rarely taken as the initial step by HEIs, as systematic changes are necessary at the ground levels. Total organizational change is complicated; numerous elements must cohesively work together for the policies to be wholly integrated into 58

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" system operations. When concepts are embraced, movement can occur; this could consist of new technology incorporation (flipped classes, online learning platforms), student retention methods (pedagogical shifts), or HEI mission focus (program and departmental redesigns). Large- scale change is transformational; it focuses on HEI mission, leadership, and institutional culture; it seeks to either be revolutionary or evolutionary to the entire HEI operation. However, HEIs are slow to embrace total operational change, holding the belief that difficulties will pass with a strengthening of existing core values and structures. The apathy to large-scale institutional change reinforces resistance at individual and group-levels, limiting total OCM capabilities. Change in Higher Education Institutions Change in HEIs can precipitate from various triggers manifesting from internal and external sources, prompting action at any componential level. Prompted to act, HEIs may develop and enact procedural or structural changes to counter perceived issues or to adapt to conditions that would make the institution more competitive. Internal change is driven by the individual (departmental leaders or faculty) or groups (management teams) to combat inefficiencies within operations to manage environmental changes that limit the institution's function. Internal change agents bridge the HEI with the external environment (students, industry), identifying potential complexities that exist through daily interaction and the performance of designated tasks. When issues manifest, internal agents promote procedural changes that mitigate disturbances to operations through improved daily governance policies (Van Loon, 2001). Pedagogical approaches or leadership structures (collaborative vs. transactional) are frequently reviewed and assessed on effectiveness; internal agents drive discussion and suggestions to modify or restructure existing systems to serve assigned functions best. External change in HEIs commonly associates with situations driven by institutional stakeholders (students, government) and competitors. Large-scale structural changes propel HEIs to redesign pre-existing schemes and philosophical underpinnings to best adapt to external forces that create a crisis of function. Labianca et al. (2009) claimed that long- term institutional viability is derived from an HEIs ability to reframe existing ideological structures to offset external demands and maintain capabilities that strengthen brand reputation. Although dramatic unforeseen external change can generate a period of shock and uncertainty, strong institutional OCM and support culture enables relevant procedures to form and tackle unexpected conditions. While considerable focus concentrates on OCM’s calculated efforts to create procedural or structural change within HEIs, change can exist somewhat impulsively through informal relationships between the institution, predominately faculty, and students. The informal change that occurs is not superficial but necessary for altering subtle elements of procedures and structure to appropriately fit conditions that were not initially perceived in the SEM initiative. The role of students, or external stakeholders, in implementing change is vital as they are the customer in the HEI experience (Higgins et al., 2012). Although individual and group- level change may improve group cohesion that seems unrelated to the institution's in-class or service-oriented aspects, the informal process pushes boundaries of original conceptions to incorporate change in other unconscious manners. Centralized directives from authorities in HEI management may provide creditability to change initiatives within the organization; however, including OCM teams representing various departmental and faculty areas promote 59

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" a more effective situational awareness of potential crisis an HEI could experience. With management legitimization of faculty and student input in developing OCM policy design, the HEI culture will have a strategic advantage in modifying policies to external sources' evolving requirements (Helvaci & Kiliçoğlu, 2018). OCM’s Impact on SEM Integration Market factors driven by environmental shifts impact all levels of HEI. Institutions that lack structured OCM systems overlook subtle changes in conditions, eventually causing issues to become systemic. Individuals, groups, and HEI leadership often deflect obligations, waiting for another entity to take the lead before performing any meaningful action when OCM accepting culture does not exist. Operations that are purely reactive to change conditions fail to optimize their SEM integration, resulting in limited results. To incorporate SEM's strategic function, individuals, groups, and HEI leadership need the appropriate skills and awareness to evaluate changing conditions, determine perceived implications, and initiate an appropriate response (Hornor, 2020). An efficient OCM provides the framework for this awareness, empowering all levels to monitor elements within their operations, seeking alternative methods to achieve tasks that otherwise would be stifled through pre-existing standard operating procedures. The current post-secondary education market struggles with persistent disruptions to their SEM integration, limiting growth potential. Pervasive barriers associated with institutional service quality declines, increasing operational costs, and diminishing returns inhibit many HEIs, leading to a cycle of decline. While it is impossible to avoid disturbances resulting from the change, a well-designed OCM system will improve SEM's acceptance through an existing culture of change readiness. Institutional Service Quality Issues The empowerment of students as a consumer, created by market saturation and educational mobility, has resulted in HEIs attempting to incorporate all student demands into their SEM system's core. While student-centric SEM prioritizes adaption to student needs, it does not require a blind embrace of every student's request. Institutional missions need to remain focused on the basic tenets of education, where HEIs facilitate knowledge exchange to foster critical thinking and discussion to promote a skilled populace. Listening to student desires and acknowledging their wants helps generate a positive administration-student relationship; however, wants do not equate to need, and a balance between the two must occur. Service quality declines are not associated with providing everything wanted but effectively aligning curriculum, teaching practices, services, and support to what students need. Institutional prioritization on wants over needs creates a decline in service quality that ravages institutional SEM growth while increasing unnecessary costs. To improve SEM service quality issues at OCM’s individual level, the institution needs to confront conditions faculty, staff, and students experience daily. Achievement deficiencies reduce the student and faculty’s opportunity to provide meaningful knowledge exchange (Hornor, 2020). Individual academic gaps are often noticed too late by instructors as they are overwhelmed with increasing class sizes and service demands. Faculty-to-student ratios need to decrease, allowing for improved interaction. With decrease demands within individual classrooms, training can be provided to educators to improve red-flag awareness. As retention 60

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" is economically more beneficial to SEM operations, providing faculty with the means to identify changes in behaviour and performance can stem attrition. Faculty will also be empowered to provide the necessary insight to OCM teams, guiding curriculum and program changes to meet the students' needs (Sigler, 2017). Instructional delivery can be continuously assessed through OCM and adapted through faculty intervention. Faculty at the individual OCM level becomes linked to the SEM's success, improving educator-efficacy and student achievements through personalization. At OCM’s group level, cross-functional teams' development to identify students-at-risk or conditions limiting student success creates the mechanism for collaboration and change. Working with student support, instructors and staff can communicate about student issues impacting overall academic persistence (Stanton et al., 2017). OCM at the group level focuses on the interventions necessary to ensure students receive support across all departments. Large-scale sweeping changes at the institutional level may be necessary for service quality and SEM to improve. HEIs need to create and sustain institutional-wide quality standardization. The HEI standardized approach to education would incorporate students, faculty, and departments' concerns and opinions to ensure quality demands are met. With codifying educational policies that are standard across departments, students can experience similar conditions and demands. To reduce reaction time to change, each department will design an action committee to report conditions to the institutional level to incorporate policy. HEI leadership needs to be flexible, not imposing will or directives at the expense of student need, but ensuring all students experience the same post-secondary experience. Operational Costs Increased competitive pressures and reduced enrolment numbers in post-secondary education have severely impacted HEI's economic stability. Ill-designed SEM models cast a wide net hoping to attract significant numbers of students but exasperate financial resources. Students' changing demands require significant shifts that are financially taxing (Youmans, 2017) but provide marginal increases in total enrolment and satisfaction indicators. The desperation by HEIs to attract students has a knock-on effect at the student, faculty, and institutional level; as service quality decreases as HEI's reputation decline. SEM develops into a tool to attract all students rather than attracting the appropriate ones, further reducing long- term stability. As institutions prioritize economic stability, the mission shifts from a public good towards a private one. The conceptual redesign, intended or unintended, prioritizes education as a commodity over education as public service (Gumport, 2000). With the commercialization of the educational system, the drive for knowledge evolves into the need for specific skills. To alleviate stress and unrealistic goals on an HEI’s SEM, change management needs to proactively assess areas requiring development or redesign within the institution (Flanigan, 2016). At the individual level, institutions perform satisfaction questionnaires or performance reviews to determine areas of need from the student point-of-view. Discussions with faculty and staff can identify areas of wasted potential or excessive expenditure. It is the alignment of both student reviews and staff discussion to develop the initial changes to daily operations. Shifts in SOP within the classroom or department would require the appropriate training, allowing staff to become knowledgeable in areas of need and to minimize wasted resources. Reviews of 61

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" services offered can additionally streamline operations to serve the students better while reducing excessive overhead. Groups and departments should strive to create unexpected value within the institution. By re-imagining course direction or applying new context to programs, groups and departments can distinguish themselves from competitors (Christensen et al., 2015). To merely fix problems, SEM policies look outward for answers and rarely look internally for constructive strategies that meet the institution’s unique needs. OCM needs to evaluate ways to distinguish the class, department, and institution from others, utilizing this uniqueness in the SEM campaigns. SEM models do not need to rely on traditional markets to be successful; identifying opportunities through service expansion can reduce the HEI's financial toll. OCM teams can determine if creating additional programs, redesigning departments, or modifying course objectives align with institutional capabilities and SEM tools. Institutional level change in recruitment focus brings numerous complexities but potential rewards through additional revenue streams. SEMs can focus on secondary markets like adult education or industry training and seminars to improve financial conditions, while OCM creates the necessary mechanisms at the individual and group levels to appropriately integrate these services. Additional programs to non-traditional education consumers may reduce financial hardships; however, collaboration and strategies need to occur at all institution levels for it to be successful. Faculty and staff need to be provided the correct training and resources, groups need to be created to ensure standardization and SOPs are followed, and the HEI needs to incorporate the appropriate resources for effective operations. Creating new programs or services needs to be weighed against the associated costs and risks at all levels. Strategic Enrolment and Change Management in Thailand Thai universities face immense institutional pressure resulting from pronounced demographic changes due to a rapidly aging society (United Nations, 2015). The decreasing number of prospective students has evolved education from a public good to a hyper- competitive market. Challenges in the educational landscape, Thai institutions have initiated strategic policies to improve perceived reputation through new research and program offerings, extracurricular activities, student development services, academic support, and improved classroom standards (Sarawanawong et al., 2009). Private institutions are increasing their focus on international recruitment to offset declining domestic numbers, principally focused on Chinese international students. The increases in investment, emphasis on institutional branding, and increased priority on international students have financially stabilized some schools; however, internal and external pressures mount on existing strategic enrolment’s long-term appropriateness and sustainability. Adaption by faculty in Thailand has been slow in many areas, with knowledge codification and transfer among staff and departments being extremely limited (Sarawanawong et al., 2009). Technological acceptance, program reforms, and curriculum standards vary considerably from institution to institution, department from department. Faculty in Thai universities embrace a standardized approach that rarely alters classroom dynamics, promoting a traditional 62

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" instructor-centric methodology (Crocco, 2018). The considerable faculty-student age gap intensifies expectation demands that increase attrition rates (Sittichai, 2012). Cultural differences are becoming more evident with increasing numbers of Chinese students; Thai instructors and students have difficulty incorporating lived experiences in the curriculum that embrace a multicultural classroom. To improve conditions, Thai schools have started to interweave change management through training and faculty recruitment. There has been increased motivation by departments to integrate technology, especially during the pandemic, to meet the students' needs. Institutions are creating cooperatives with regional industry leaders to formulate strategies to improve curriculum to meet market needs. To improve their multicultural understanding and footprint, increased engagement in foreign faculty recruitment and international research exchanges have been forged (Pornsalnuwat, 2014). Strategic enrolment policies have improved with increased change initiatives at the faculty level, providing support for new class dynamics and program support. While growth still needs to occur in cross-departmental exchange, faculty and team integration policies have bridged some existing gaps (Nakornthap, 2018). Thai universities have improved their financial support for students through improved bursary and scholarship programs through faculty and department outreach. The building of a community, opposed to singular departments within an institution, indicates change management can occur in Thai educational environments, and these changes support SEM programs. Conclusion Disruptions to SEM can quickly develop a culture of hesitation, driving a form of policy flailing. OCM culture is critical during major environmental shifts to the SEM structure, as it creates institutional nimbleness – the ability to identify, respond and reflect to change quickly. Without nimbleness, institutions remain in their comfort zone and fail to drive institutional innovation to confront the changes. Institutions need to evolve to remain competitive; a strong OCM recognized the degree of evolution necessary to remain competitive. These changes are then reflected in the SEM, projecting the institutional strength to potential students. OCM culture allows for integration and acceptance of SEM; it determines through careful reflection on all levels whether the necessary changes required adaption of current conditions or full- scale innovation. While external factors are beyond the control of HEIs, market vulnerability through demographic shifts, funding issues, or increased competition can be marginalized with a strongly developed OCM supporting the SEM. Being aware of potential problems and how it not only affects SEM but institutional competitiveness is the benchmark of a strong OCM. Change requires an understanding of the past and a look to the future to ensure long-term success. This article has proposed practices of strengthening SEM through OCM. The following will assist with HEI effectiveness related to change towards SEM systems: • Develop a robust OCM culture that promotes readiness and adaptability at all three levels of the institution, effectively preparing the human infrastructure for change. 63

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" • Establish and idealize a collaborative environment that promotes information exchange and support at the individual, group, and institutional levels. Cross-team collaboration is crucial in identifying students at risk and applying the appropriate intervention to support needs. • Establish individual ownership for SEM’s success through clear communication and engagement at all OCM levels. • Prioritize student needs over wants, aligning SEM policies to the HEI's core tenet promoting knowledge exchange and critical thinking. • Ensure the institution has substantial nimbleness, flexibility to overcome environmental changes that directly impact SEM operations. • Create unexpected value by analysing strength at all three levels. Develop methods that allow the institution to differentiate itself from competitors, including problems solving strategies that do not only conform to pre-existing styles. Further Research Although SEM and OCM structure has existed for a considerable time, very little research exists in the Asian context, especially in the private post-secondary sector. Further investigations should be conducted with changing demands and conditions related to external events (COVID-19, Government Financial Support). To determine what methods have proven successful and what areas need further redesign in the new normal. With increasing financial pressures and shifting consumer demands, wide-spread institutional failure will damage the regional reputation as an effective service provider. Research in this area can provide the foundation for HEIs at different stages of OCM and SEM integration. References AACRAO. (2020). The ups and downs of organizational change management: institutional readiness, practice and individual experiences. American Association of Collegiate Registrars and Admissions Officers. Aiken, C. & Keller, S. (2009). The irrational side of change management. The McKinsey Quarterly, 2, 101-109. Atasoy, R. (2020). The relationship between school principals’ leadership styles, school culture and organizational change. International Journal of Progressive Education, 16(5), 256- 274. https://doi.org/10.29329/ijpe.2020.277.16 Black, J. (2010). Strategic enrolment issues facing higher education leaders. In J. Black (Ed.), Strategic Enrolment Intelligence (15-26). Academia Group. Burke, W.W. (2017). Organization change: Theory and practice. (5th ed.). Sage. Christensen, C., Raynor, M., & McDonald, R. (2015). What is disruptive innovation? Harvard Business Review, 44-53. Conley, D.T. (2008). Rethinking college readiness. New Directions for Higher Education, 2008(144), 3-13. https://doi.org/10.1002/he.321 Copeland, T. (2009). The recruitment and outreach scorecard: moving from a tactically driven to a strategy driven enrolment office. College and University Journal, 84(3), 35-39. 64

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Crocco, O.S. (2018). Thai higher education: privatization and massification. In G.W. Fry (Eds.), Education in Thailand: an old elephant in search of a new mahout (223-255). Springer. https://doi.org/10.1007/978-981-10-7857-6_9 Dolence, M.G. (1997). Strategic enrolment management: A primer for campus administrators (2nd ed.). American Association of Collegiate Registrars and Admissions Officers. Flanigan, M.S. (2016). Diagnosing and changing organizational culture in strategic enrolment management. Strategic Enrolment Management Quarterly, 4(3), 117-129. Gumport, P.J. (2000). Academic restructuring: organizational change and institutional imperatives. Higher Education, 39, 67-91. https://doi.org/10.1023/A:1003859026301 Helvaci, M.A. & Kiliçoğlu, A. (2018). The relationship between the organizational change cynicism and organizational commitment of teachers. Journal of Education and Training Studies, 6(11a), 105-110. https://doi.org/10.11114/jets.v6i11a.3806 Hemelt, S.W. & Marcotte, D.E. (2011). The impact of tuition increases on enrolment at public colleges and universities. Educational Evaluation and Policy Analysis, 33(4), 435- 457.https://doi.org/10.3102%2F0162373711415261 Henderson, S.E. (2005). Refocusing: losing structure and finding the academic context. College and University Journal, 80(3), 3-8. Higgins, M.C., Weiner, J. & Young, L. (2012). Implementation teams: a new layer for organizational change. Journal of Organizational Behaviour, 33(3), 366-388. https://doi.org/10.1002/job.1773 Hornor, T. (2020). Strengthening strategic enrolment management through institutional strategic planning and assessment. Strategic Enrolment Management Quarterly, 8(3), 21- 27. Hyde, J. (2018, November 13). Post-secondary education in the fourth industrial revolution [Paper Presentation]. Strategic Enrolment Management Conference, Washington, DC. Labianca, G., Fairbank, J.F., & Andrevski, G. (2009). Striving towards the future: aspiration – performance discrepancies and planned organizational change. Strategic Organization, 7(4), 433-466. https://doi.org/10.1177%2F1476127009349842 Martin, G. (2006). Managing people and organizations in changing contexts. (2nd ed.). Elsevier. https://doi.org/10.4324/9781315767178 Nakornthap, A. (2018). Rethinking Thai secondary education. In G.W. Fry (Eds.), Education in Thailand: an old elephant in search of a new mahout (125-161). Springer. https://doi.org/10.1007/978-981-10-7857-6_6 Penny, R. (2018). Make way, Millennials, here comes Gen Z. About Campus, 23(3), 5-12. http://dx.doi.org/10.1177/1086482218804251 Pornsalnuwat, P. (2014). Faculty Research Productivity at Assumption University Thailand [Doctoral dissertation, University of Minnesota]. University of Minnesota Digital Conservatory. Sarawanawong, J., Tuamsuk, K., Vongprasert, C., & Khiewyoo, J. (2009). Development of a strategic knowledge management model for Thai universities. Asia-Pacific Conference on Library & Information Education & Practice, 2009. Sigler, W. (2017). SEM core concepts: Building blocks for institutional and student success (eds.). American Association of Collegiate Registrars and Admissions Officers. 65

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Sittichai R (2012) Why are there dropouts among university students? Experiences in a Thai University. International Journal of Educational Development, 32(2), 283-289. https://doi.org/10.1016/j.ijedudev.2011.04.010 Stanton, A., Black, T., Dhaliwal, R., & Hutchinson, C. (2017). Building partnerships to enhance student well-being and strategic enrolment management. Strategic Enrolment Management Quarterly, 4(4), 156-160. United Nations, Department of Economic and Social Affairs, Population Division (2015). World Population Ageing 2015. Van Loon, R. (2001). Organizational change: a case study. Innovative Higher Education, 25(4), 285-301. https://doi.org/10.1023/A:1011098607957 Weerts, D.J. (2019). Resource development and community engagement professional: building and sustaining engaged institutions. Journal of Higher Education Outreach and Engagement, 23(1), 9-33. Youmans, C.B. (2017). The effect of tuition on graduation rate at community colleges [Doctoral dissertation, Old Dominion University]. Old Dominion University ODU Digital Commons. https://doi.org/10.25777/n58s-9r42 66

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Blended Learning:An Educational Approach in the New Normal Covid-19 Era Chutima Musikanon WESTERN UNIVERSITY E-mail [email protected] ABSTRACT The pandemic of the Novel Coronavirus Disease known as COVID-19 has become a worldwide challenge for many aspects such as economic, employment even education. This article has an emphasis on the educational aspect. COVID-19 is a pandemic which we cannot find the perfect solution. One way that helps us is to follow the measures of COVID-19; take care of personal hygiene such as wearing a face mask, or keep the social distancing, so on. In terms of the educational institutions, when was the first wave, the lockdown was the solution and it came to us abruptly. Now, we get familiar with the new way of life as “New Normal”. We can prepare ourselves for this second wave crisis. The educational management needs to be careful about designing the teaching method to serve this crisis. Blended Learning is the answer because we stay at home and study. The teachers integrate the traditional class with online teaching. This approach is proven by the other researchers about its effectiveness. However, the implication should be based on the situation and context. KEYWORDS: Blended Learning , New Normal Covid-19 Era Click here to enter text. Introduction At the present day, when we mention the Novel Coronavirus Disease, COVID-19, it cannot be denied that no one knows, even children. The year 2019 is the beginning of the first emerging pandemic. Afterward, the world faced a second major outbreak, this time a severe and rapid pandemic. There are many strains of the mutation. This massive epidemic is the cause of death, and many people have been infected. It has affected society, the economy, and education. The COVID-19 epidemic has severely affected education at all levels globally. It has caused almost all educational institutions around the world to close. This effect has continued widely leading the change in the education management system. Teaching has to be continued since it will affect the students’ quality. As a result, teaching and learning are adapted in many ways. The idea of innovation is a new way of teaching and learning. The students are unable to come to school but can study. Distance learning concept using online media thereupon has mobilized to help solve teaching and learning problems. This situation has a direct effect on the students who will be the future of the nation. Moreover, it has long-term effects creating a new 67

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" educational management system. It enhances all levels of educational institutions to adapt to the current situation, and must have the preparation in the future. This article has an objective to propose a blended teaching approach, the New Normal Covid-19 Era. The author collected all information and summarized it from documents, websites and books by content analysis. The information is grouped and summarized the issues separately. There are 4 issues: 1. The situation of Covid-19, 2. Impact of COVID-19 on education, 3. New Normal, and 4. Blended Learning. The situation of COVID -19 The coronavirus outbreak in late 2019 from Wuhan to the present (August 14, 2020) has spread around the world, which later the WHO announced the official name for the 2019 Novel Coronavirus as COVID-. 1 9 , which stands for “Coronavirus Disease 2 0 1 9 ” or the Coronavirus disease that started in 2019. However, the pandemic has continued and the global situation on January 28, 2021, revealed the total confirmed cases with 101,362,637 people, and 2,181,085 deaths (worldometers: online, 2021). In Thailand, the first country having COVID-19 infection outside China, the first case was found on January 13, 2020, and Thailand had 3,382 confirmed cases, 58 deaths, and 3,199 cured and healed patients (Wikipedia, 2020). After Thailand has controlled the outbreak situation, people returned to normal life with caution. But, the epidemic resumed when December 17, 2020, there was the report of COVID-19 in Samut Sakhon. Since then, Thailand announced strict border control in March, having measures to control all visitors entering the country need to quarantine 14 days. More cases were reported in other provinces, including Bangkok. On December 22, 2020, daily infections across Thailand increased to 1,063 (Top Koaysomboon, 2020). Afterward, on December 22, 2020, the prime minister announced the “new wave” of outbreaks in the country and to ask Thai people to follow pre-announced rules. On January 28, 2021, the number of cases was revealed that the total confirmed cases with 11,984 people, and deaths with 16 people (PR Thai Government: online, 2021). When the first wave of COVID-19 outbreaks began to unravel, and many sectors started to discuss \"New Normal.\" The pandemic crisis raises questions about a wide variety of educational systems. The question arises, for example, what kind of new educational world skills and curriculum should look like?, will technology play a role in learning or make the disparity worse?, how do we design effective learning in the COVID-19 era? is it true that we can change this crisis into an educational opportunity? The New Abnormal affecting the management of the study can cause educational institutions to survive and have to adapt because the COVID-19 crisis seems to be a test of the great need for educational management. The adjustment has to reflect the New Normal occurrence. Educational Impact According to UNESCO (2020), it was found that there were 1.5 billion students or more. 90% of all students worldwide were affected in the learning process, most countries around the 68

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" world have temporarily closed educational institutions to contain the spread of the COVID-19 pandemic and reduce infections. Since Thailand experienced the first wave of epidemic problems, The Center for COVID-19 Situation Administration (CCSA) scheduled the semester to be started on July 1, 2020. As the first phase, the permission was only for utilizing building of educational institutions. In terms of teaching and learning, it was conducted both in DLTV broadcast, online and offline in the classroom, applying Blended Learning, or perhaps learning at home with a family such as Home School, depending on the appropriateness and the context of each school. With the regard to the second wave, the government has announced the closure of schools in only some provinces such as Samut Sakhon and Bangkok. The schools were announced to close in mid-December, 2020 to January 22, 2021. After the outbreak, the teaching and learning management is an online teaching methodology and assignment to students through the applications. In terms of learning outcomes, the students had to break from studying, the teaching system, therefore, the learning outcomes were affected including skill training or practice. Moreover, the learning outcome did not meet expectations. When the educational institutions were closed, the students of higher education also had unexpected outcomes even if they could learn by themselves since there were limitations in accessing learning resources. New Normal “New Normal” originally emerged in the business field and economists had the belief that after the recession, industrial economies would revert to normal (El-Erian, 2010). However, this term has been applied in different contexts. It means something with previously not typical has become typical. The Urban Dictionary (2009) explained “New Normal” as the situation of being after the occurrence of some intense change. After a certain event happened, It substitutes the habitual, accepted, and usual state. Referring to the educational dimension, there have been extensive researches mentioning the online modality adoption in instructional implementation for the new normal post-COVID-19 era on online education, mobile learning, and digital learning. Malee Boonsiripun mentioned that the committee on Communication Art terms of the Royal Thai Language Council defined \"New Normal\" as a new and different lifestyle from the past. For New Normal in this article refers to live a new way of life in the COVID-19 context, the basic new healthy life in Thailand. The Center for COVID-19 Situation Administration or CCSA has announced a measure to prevent and control the outbreak of COVID-19. Everyone has to focus on and strictly follow, including wearing cloth masks or face masks. Moreover, they must keep the distance for 2 meters, wash hands frequently, carry alcohol gel, avoid crowded places, risk groups, or people with medical conditions. This measure becomes the basis for designing a life of “New Normal.” Educational institutions urgently need to adapt learning methods to develop online teaching and learning to reduce confrontation. Online learning was originally managed in some places, but not much. However, it becomes a 100% online learning management at this moment. There must be a space between students and instructors, avoid travel to study, refrain from grouping in large numbers, abstain from many activities organized to develop the students into online activities helping in teaching and learning. Consequently, tools such as Zoom, Google 69

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Hangouts, Skype, Line, FaceTime, Facebook, Messenger, Microsoft Teams, True Virtual World, Google meet, Vroom, Web X, etc. were created to respond to user needs. Learning management in the New Normal era should provide both teachers and students to get the most benefit. Online teaching and learning make it possible for us to learn any content from anyone, anywhere and anytime, and it does not reduce the interaction between the teachers and the students and continue to be a learning community. The students and the teachers can interact with each other. The teachers are required to design learning management in accordance with the students’' needs. Moreover, they should manage various recreational activities whether it is the traditional teaching or New Normal, the goals remain the same. The teachers may add materials such as video clips or through lectures combining questions and answers, discussion to exchange experiences and knowledge between the students themselves or the teachers and the teachers. The conclusions on the impact of COVID-19 creating the “New Normal” is as a new model in educational management during the outbreak of COVID-19 on the principles and basis of the public health measure. The management of the education has adapted to the conditions in the time of pandemic or during the crisis, the related factors are current living, teaching, and learning, management, social distancing, new forms of finance including after crisis preparation. The “New Normal” forces education to step into technologization. Daniel (2020) added that many educational institutions had plans to apply more technology in teaching. Nevertheless, the teachers have to consider the maturity of the student, which method is most appropriate. Therefore, the educational administrator is necessary to consider these concerns and carefully evaluate plans and procedures for the implementation of the new normal. Blended Learning Blended learning is known as educational technology (Norberg et al., 2011 and is commonly described as an instructional approach. This approach is the integration of traditional classroom methods and online digital methods (Graham 2006). The term “Blended” is not under any specific theory (Norberg et al. 2011), but it can integrate any pedagogies or approaches, including behaviorism, cognitivism, and constructivism. Many scholars refer that blended learning combines new digital modalities into traditional or face-to-face (F2F) instruction (Graham, 2013). This approach creates new learning environments for improving the effectiveness of learning and enhances learning experiences. Because of these features of blended learning, blended learning provides a great opportunity to study in the new normal times. It is supported by Lawless (2019) that Blended Learning is a method or process of study combining online learning materials and online interactions with traditional teaching methods where the teachers and the students are beyond the place, travel, and time. Lalima and Dangwal (2017) also added that learning with Blended Learning is the concept to show framing the learning process even though it is a face-to-face, and teaching and learning supported by information technology. 70

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Moreover, Blended learning is an attempt to utilize synchronous learning activities, such as face-to-face interactions with scholars and collaborative work with peers as asynchronous learning activities. It can be carried out individually by students. It is confirmed by Piskurich that Blended Learning is an integration of components from synchronous and asynchronous learning to achieve maximum learning effectiveness. Synchronous learning is a learning process occurring simultaneously at the same time between the students and lecturers/tutors/scholars, even if it does not have to occur in the same place. Asynchronous learning refers to a learning activity that allows different students to have experiences with the same teaching material at different places and times. For some developed countries, Blended Learning establishes the educational modality. It enables these countries to deal with the impacts of the current COVID-19. The developed structures and trained teachers support online teaching and learning. However, educational institutions must have careful plans of virtual learning solutions for other countries. The assessment of their capabilities should be evaluated based on the reliability of internet connectivity readiness of the teachers, and local power supplies. Benefits of Blended Learning The advantages of Blended Learning include making computers and local and global networks of information available for the students; developing teachers’ roles as mentors and leaders to their students in terms of their knowledge in computers and networks of local and international information. Additionally, the teachers are as knowledge producers rather than knowledge importers who stimulate learning groups to apply e-mail, virtual libraries, all internet data collaborative software, and multimedia. Moreover, they have the expertise to integrate different possibilities for different universities in productive ways, and they can overcome the problem of lasting change for educational material content. Significantly, in case of proper and accurate implementation, then there are three benefits shown as 1) learning outcomes increases through distance education, 2) ease of learning increases, so the students satisfy in learning through distance education, and 3) it decreases costs of learning. Lalima added that the teachers and the students can spend more time for creative and collaborative exercises, the students still have interactions of traditional teaching even though they study through online learning or CAI. In addition, the students understand more about technology and have the technical skill, and are specialized because Blended Learning can help to develop their qualities like self-responsibility, self-motivation, and discipline. Moreover, it enhances the improvement of success and satisfaction among the students, the improvement of the sense of community belonging comparing to face-to-face courses. Implication During the COVID-19 crisis, it was an opportunity to create new learning ideas นr teaching and learning by new methods. After the situation was resolved, there were alternate classes both at school and at home. The most suitable educational innovation during the pandemic is Blended Learning. It is a multi-disciplinary approach to teaching based on the teacher's concept 71

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" and experience including the students’ abilities, such as the application of online tutoring systems with the other learning subjects, such as the combination with Web-Based Technology with a variety of teaching methods, teaching technology with traditional classroom teaching. It includes the use of teaching technology with authentic practice. However, it has a noticeable impact that teaching only online system is less effective because the students are not interested or lack self-discipline. As a result, online teaching like this requires a tutor system to enhance learning. According to the research conducted by Tria (2020) revealed that BL and distance learning is recommended in terms of teaching, teacher training to online instruction for adapting to the new instructional format. The pedagogy and technology of the teacher competencies should be reinforced. This transition to the new normal, every educational institution is essential to examine how successful online learning is for the provision of quality education and outcomes-based education to students. Several studies related to blended learning implication had been conducted by other researchers such as Rachmadtullah et al., (2020), and Dziuban et al., (2018). (12) Rachmadtullah et al., (2020) investigated the effectiveness of BL with Moodle in an elementary school during the COVID-19 pandemic. It found that the application of BL with Moodle has the effectiveness and is an alternative learning media during the pandemic. The research finding of Dziuban et al., (2018) revealed that BL has a few advantages noticing from the rates of students’ success and withdrawal. The biggest challenges the teacher must be encounter are the time for preparation, they have to scarify a lot of energy, and they have to adapt themselves for the familiarity of technology in our educational culture. With the regard to the students, they have the obstacle as the stability of internet connection. It can be summarized that during the crisis of the COVID-19 pandemic, Blended Leaning is very essential. One method that used to blend is online learning as one method of Blended Learning approach cannot completely substitute traditional classroom learning, Online learning is probably a good alternative when face-to-face classes cannot conduct. During the COVID-19 lockdown; however, it cannot completely substitute traditional classes. The students can achieve the full potential of the learning process if they have an opportunity for real practice from what they have learned. Online classes are possibly practical for theoretical content. The weakness of online learning-related communication like Loss of human interactions and, direct communication such as eye contact, face reading, and body language, As a result, the students may have experienced technical difficulties that will obstruct or slow down the teaching and learning process. Blended Learning is a precious concept and can be used to more successfully achieve teaching goals. It allows students to develop and practice English language skills outside the classroom at any time and any place they choose, as long as they have access to an Internet connection. Moreover, it allows them to repeat lessons without judgment or pressure. E- learning to 72

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" classroom teaching is the other method that provides the students with opportunities for a decentralized transfer of knowledge and autonomous learning. References COVID-19 Coronavirus Pandemic. (2021). Retrieved January 28, 2021. From https://www.worldometers.info/coronavirus/ Top Koaysomboon. (2020). Thailand is Experiencing a “New-Emerging Phase” of COVID-19 Outbreaks. Retrieved January 28, 2021. From https://www.timeout.com/bangkok/news/second-wave-covid19-122320 PR Thai Government. (2021). Covid-19 Situation in Thailand. Retrieved January 28, 2021. From https://www.facebook.com/thailandprd/ World Economic Forum. (2020). 4 ways COVID-19 could change how we educate future generations. Retrieved August 16, 2020. From https://www.weforum.org/agenda/2020/ 03/4-ways-covid- 19-education-future- generations/ El-Erian, M.A. (2010). Navigating the new normal in industrial countries. Washington D.C.: International Monetary Fund. The Urban Dictionary. (2009). “New Normal.” Retrieved January 28, 2021. From https://www.urbandictionary.com/define.php?term=New%20normal Malee Boonsiripun. 2563. Retrieved on January 28, 2021. From https://news.thaipbs.or.th/content/292126. Daniel, S. J. (2020). Education and the Covid-19 pandemic. Prospects. https://doi.org/10.1007/s1112 5-020-09464 -3. Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, 19(3), 207-216. https://doi.org/10.1108/10748121111163913 Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education, (3rd ed., pp. 333–350). New York: Routledge. Lalima and Dangwal, K. L. (2017). Blended Learning: An Innovative Approach. Universal Journal of Educational Research, 5(1), 129-136. Lawless, C. (2019). What is Blended Learning? Retrieved January 21, 2021. From http://www.learnupon.com/blog/what-is-blended-learning/ Littlejohn, Allison dan Chris Pegler. (2007) Preparing for Blended E-Learning. Oxon: Routledge Pikurich, K. A., dan Lee, Y.-k. (2004). The Influence of System Characteristics on eLearning Use. Computers & Education Smaldino, S., Russell, J., Heinich, R., Molenda, M. (2005). Instructional Technology and Media for Learning. Ed. Dodon, Yendri. (2011). Blended Learning: Model Pembelajaran Kombinasi E-Learning Dalam Pendidikan Jarak Jauh. Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001. https://doi.org/10.30935/ijpdll/8311 Rachmadtullah, R., Rasmitadila, R., Humaira, M. A., Aliyyah, R. R., and Samsudin, 73

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" A. (2020). Use of Blended Learning with Moodle: Study Effectiveness in Elementary School Teacher Education Students during The COVID-19 pandemic Use of Blended Learning with Moodle: Study Effectiveness in Elementary School Teacher Education Students during The COV. May. Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., and Sicilia, N. (2018). Blended learning: the new192 Rahma Sakina et al./ normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. 74

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Promoting Connected Speech Awareness through Social Media Use and Learner Autonomy Janpha Thadphoothon1 and Juthamat Samrit2 1Faculty of Arts, Dhurakij Pundit University, Bangkok, Thailand 2Faculty of Arts, Dhurakij Pundit University, Bangkok, Thailand Abstract Developing NNS learners’ connected speech competence has been one of the challenges for language educators, several techniques and awareness raising activities have been proposed with varying degrees of success. Helping students to become aware of such feature of speech is the very first step in language instruction. One technique is self- practice or guided autonomous instruction. This article presents a classroom study aiming to promote students’ connected speech awareness through the self-directed social media use. Twenty-nine English major students participated in the study on a voluntary basis. They did the pretest measuring their connected speech ability and awareness. Their video clips in their pronunciation class were analyzed to identify the use of connected speech in their video clips. They then were given a set of instructions on how to produce connected speech and to identify the use of connected speech by native English speakers. After the instructions and practice, the students were asked to do the posttest and answer the questionnaires. The research instruments included a set of lesson plans on connected speech, the achievement test, and the questionnaires measuring the students’ satisfaction and awareness. The data collection was carried out in November 2019- February 2020. Data were analyzed using basic descriptive statistics: mean, percentage, standard deviation, and paired t-test. The results showed that after the period of coaching, the students’ posttest scores were significantly higher than their pretest scores in two areas: their general connected speech awareness and their connected speech ability. It was also found that the students perceived the use of connected speech as a useful and effective tool when communicating. Keywords: Connected speech, Social media, Autonomy 75

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" 1. Introduction One of the key requirements for language proficiency is to secure understandable pronunciation for the language learners(Gilakjani, 2012). Connected speech is an area which English language instructors may use to improve learners’ pronunciation when it comes to pronunciation teaching. Nordquist (2019) defines connected speech as being: spoken language in a continuous sequence, as in normal conversation. It is also called connected discourse. “There is often a significant difference between the way words are pronounced in isolation and the way they are pronounced in the context of connected speech. In connected speech, words or syllables are clipped, phrases are run together, and words are stressed differently than they would be in writing.” Alameen and Levis (2015) discuss that connected speech is common in communication. For them, “the pronunciation of words in connected speech may leave vowel and consonant sounds relatively intact, as in some types of linking, or connected speech may result in modifications to pronunciation that are quite dramatic, including deletions, additions, or changes of sounds into other sounds, or combinations of all three in a given word in context.” The ability to understand and use connected speech sounds is very important, a sign showing their mastery of the language: spoken language. In fact, the ability to speak is one thing, putting them into casual speech and pronounce them correctly and naturally is another. In this study, we investigated one way to enhance NNS learners’s connected speech awareness. We did so through the use of guided autonomous instruction to enhance college students’ ability to produce natural pronunciation: connected speech sounds. Twenty-nine EFL students in Thailand were asked to explore various types of clips and record a video clip and submit on an online tool: Google Classroon. The students also spent their time on the connected speech lesson to explore the characteristics of connected speech sounds. Their video clips were analyzed to determine their connected speech sounds and overall pronunciation. Aim The aim of this study was to investigate the use of self-directed social media as a tool to promote the students’ ability to produce connected speech sounds. The research question was how effective was guided autonomous instruction as a tool to promote the students’ connected speech awareness. Definitions Connected speech awareness is the ability to identify and use connected speech sounds naturally when using casual speech. In this study, the students’ ability in connected speech is measured by calculating the ratio of the total number of words used in their video clip assignments. The obtained number then was converted into percentage for further analysis. English speaking ability means the English speaking proficiency of the students which are calculated from their grades. The students’ grades were classified into three groups: high, intermediate, and low. The students refers to the second year English majors at one of the private universities in Bangkok, Thailand. Speaking Skills in this study refers to the students’ ability to speak in their listening and speaking courses. 76

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Self-directed Social Media use refers to the use of various online tools to recognize, identify, and produce connected speech used in casual speech. The purpose is to guide students how they can learn and explore different types of sounds from social media and apply them into their speaking skills. Little (2007) defined language learner autonomy as “ the ability to take charge of one’s own learning (p. 15)”. He also referred referred to the concept of autonomous learning as ‘self-directed learning’. Research has found that self-directed learning is related to achievement (Aghayani and Janfeshan, 2020) 2. Literature Review 2.1. Connected Speech In general, connected speech is composed of suprasegmental features, which often referred to as prosodic features. In phonology, it is recognized that those prosodic or suprasegmental features are over and above the segmental value. Based on the dictionary, “supra” means above and beyond. Ladefoged (2006) explained that suprasegmental features are aspects of speech that involve more than single consonant or vowel sounds. As for Thai students, they have been reported to having problems in their learning English at both segmental and supra-segmental level (Sahatsathatsana, 2017). Figure 1: Various Features of English Pronunciation Underhill (1994) classified connected speech into four different types: (1) assimilation, the change in the quality of a phoneme due to influence of nearby sounds, (2) reduction, reduction in the 77

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" length and quality of a vowel towards a less distinct sound, (3) elision, the omission of the sound, and (4) liaison, the smooth linking or joining of words. Why connected speech sounds matter? These sound matter as they are considered suprasegmental features relate to sounds at the macro level. Unlike languages such as Thai or Mandarin, which are tonal, English is stress-timed and syllable-timed. Jenkins (2002) emphasizes that effective pronunciation competence can be achieved more through improving supra- segmental production in preference to segmentals. Linking, intonation and stress are important features for effective pronunciation at the suprasegmental level, hence making communication smooth, natural, and successful. 2.2. Self-directed social media use In terms of pronunciation instruction, various methods and techniques have been proposed and practiced by language teachers and researchers to help develop the students’ pronunciation, e.g. repetition or audio-lingual method. Kristen (1985) emphasized the role of comprehensible input in L2 acquisition. Indeed, exposure can function as input that a learner needs in order to acquire the language. Social media offer a variety of input, written and audio-visual. Social media use has become part of our lives. One of the techniques that can be implemented to help promote students’ pronunciation is to watch Youtube videos. There are websites and applications teaching about the use of connected speech sounds. Such learning can be referred to as self-directed learning through the use of social media. This is a form of guided autonomous instruction. Students adopt the use of several online tools as guidelines in pronunciation practice (Gilakjani and Rahimy, 2017). 2.3. Connected Speech and English Speaking Ability SLA research has been conducted to better understand connected speech sounds and their role in L2 acquisition. Connected speech is an important aspect of pronunciation not just in terms of producing the correct sounds, but in understanding when listening. In fact, many learners find it difficult to understand native speakers of English as they learned words and sounds in isolation and struggle when a word is pronounced differently because it is connected speech. The most relevant features of pronunciation which is suprasegmental plays a greater role in English communication than individual sounds. Based on the literature review, we hypothesized that: 1. The students’ pretest and posttest scores one would be significantly different. 2. There would be a significant relationship between the students’ ability to produce connected speech sounds and overall their speaking ability. 3. Methodology This study employed the pretest-posttest design. Twenty-nine English major students participated in the study. For the pretest, they were asked to record their video clips. Their video clips were assessed by two assessors to determine the use of connected speech sounds, ranging from excellent (5) to poor (1). In addition, their video clips were also assessed to determine the frequency 78

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" of the use of connected speech sounds. Their ability to produce connected speech sounds was measured by calculating the ratio of the total number of words using connected speech sounds and the total number of words in each clip. The total number of words and phrases containing connected speech sounds were then converted into percentage. The Intervention Self-directed social media use was integrated into the class after the tasks. Fours types of connected speech sounds were introduced in class. During the class, students were assigned to listen to some conversations in English two times. First, they made a list of connected speech sounds they hear. Then, they listened the same conversations for the second time with scripts of conversations highlighted words containing connected speech sounds. Students spent two weeks studying the concept of connected speech regarding the video clips they liked as a model. Students were also taught the concept of using connected speech sounds. Then, they were asked to record a video clip containing the connected speech sounds after practicing. This time, they were geared to make some observations from the video clips on social media that they liked. Words containing connected speech sounds were counted. The questionnaires about the connected speech sounds were also conducted. 4. Findings Twenty-nine English major students took part in the study. Below were their means and standard deviations of the key variables. Table 1: Pretest-Posttest Comparision PostScore Mean N Std. Deviation PreScore 94.82 29 9.40 17.62 29 14.55 The post-test score was found to be significantly higher than the pretest score. Table 2: Hypothesis Testing Result Supported No. Hypothesis 1 Students’ pretest and posttest scores would be Supported significantly different from one another’s. Not supported 2 There would be a significant relationship between the students’ ability to produce connected speech sounds and their speaking ability. 3 There would be a significant relationship between the students’ collocational competence and their overall 79

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" English competence (GPA) as measured by their grade Supported point average (GPA). 4 The collocational competence between the high achievers and low achievers significantly would be different from each other. Based on the analysis, the students’ pretest and posttest scores one were significantly different from one another. This supported the first hypothesis. We also found that there was a significant relationship between the students’ ability to produce connected speech sounds and overall their speaking ability. In addition to the quantitative data analysis, we also looked at the students’ verbal responses. Below are what they think about the use of self-directed social media and the importance of using connected speech sounds. - I think it’s important to learn using connected speech because it makes you feel like native speakers when you say, and it can help you to practice listening skills, too. - Connected speech ability helps me about listening skills and it also helps me to speak naturally. - It helps me speak like a native speaker. - It helps me speak fluently. - If you know connected speech, you can speak confidently. - I think it has benefits. I can understand English better. - It helps me about the flow of sentences. - I think I will understand conversations in movies better if I can use connected speech correctly. - Connected speech can help us improve our language skills. Based on the students’ responses, we can summarize that they have become aware of the importance of connected speech sounds. They view them as an essential element in speaking. They realize that connected speech sounds help make their speaking skills sound natural to native speakers. With regard to the use of self-directed social media, the students view the technique as being useful. It can help them practice by themselves apart from getting help from the instructor in classroom. 5. Discussions 5.1 Connected speech awareness and speaking skills Based on our empirical data, students’ ability to produce connected speech sounds was closely related to their speaking skills or English speaking proficiency. The findings confirm previously conducted studies such as the study conducted by Gilakgani (2012) and Jenkins (2002) who found that ability to produce speech sounds related to general competence of speaking skills. In our study, we found that the students whose grades are lower are unlikely to produce frequent connected speech sounds. 80

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" 5.2 Self-directed instruction and social media use It was found social media use as autonomous learner has the potential to improve the students’ connected speech sounds. This means that English teachers may raise the students’ awareness is to use social media as a tool to improve their speaking skills. The students said that the technique helped improve their ability to practice by themselves. 5.3 Opportunities to Use the Language Students need to be encouraged to put the words that they know into use, receptively and productively. Learners need to seek opportunities to apply what they have learned, and as suggested by Ellis (2003) the students should be exposed to the target language use (L2), across the media and contexts, as often as possible. 5.4 Connected Speech Awareness Connected speech awareness can be raised by directly teaching the students the role and importance of connected speech in speaking skills. This would greatly enhance their speaking ability. Developing collocational awareness can be done by pointing out the need to pay more attention to the naturalness of the language. The students in this study were aware of connected speech after the pre-test. They viewed them as essential part in speaking. They have become aware that the ability to produce connected speech sounds would help make the language sound natural to native speakers. 6. Conclusion and Recommendation This study sought to answer four related questions: (1) how effective was social media use as autonomous learner as a tool to promote the students’ connected speech awareness?, (2) was there a significant relationship between the students’ ability to produce connected speech sounds and their overall speaking ability?, We did not have enough evidence to support the relationship between the students’ grades in speaking course and their speaking competence. More importantly, social media use as a self-directed tool was found to be a viable technique in developing the students’ connected speech awareness and their speaking ability. EFL/ESL teachers should seek innovative and effective ways to help develop their students’ skills. As far as the use of connected speech is concerned, the more speaking ability the students have mastered, the better their speaking is. 7. References Alameen, G. & Levis, J. M. (2015). Connected speech. In: Reed, M. & Levis, J. M. (Eds.), The Handbook of English Pronunciation, 159-174. Oxford: Wiley Blackwell. Aghayani B, Janfeshan K. The Effect of Self-Directed Learning on EFL Learners’ Writing Performance. IJREE. 2020; 5 (3). David Little (2007) Language Learner Autonomy: Some Fundamental Considerations Revisited, Innovation in Language Learning and Teaching, 1:1, 14-29, DOI: 10.2167/illt040.0 81

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Gilakjani, A.P., Rahimy, R. Factors influencing Iranian teachers’ use of computer assisted pronunciation teaching (CAPT). Educ Inf Technol 24, 1715–1740 (2019). https://doi.org/10.1007/s10639-018-09851-6 Jenkins, J. (2002). A Sociolinguistically Based, Empirically Researched Pronunciation Syllabus for English as an International Language in Applied Linguistics 23(1):83-103. Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman. Ladefoged, P. (2006). A Course in Phonetics (5th ed). Boston: Thomson Wadsworth. Nordquist, R. (2019). Connected Speech. Retrieved from https://www.thoughtco.com/what-is- connected-speech-1689790 Sahatsathatsana, S. (2017). Pronunciation Problems of Thai Students Learning English Phonetics: A Case Study at Kalasin University in Journal of Education,Mahasarakham University, Volume 11 Number 4, pp. 67-84. Underhill, A. (1994). Sound Foundations : English Pronunciation. London: Heinemann. 82

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Sources of Self-Efficacy of Low Proficiency EFL Learners Sudkanung Naruponjirakul English for Business Communication Program Faculty of Arts, Dhurakij Pundit University E-mail: [email protected] ABSTRACT Many studies have shown that self-efficacy which is the belief in capabilities of a person when undertaking a task is associated with academic achievement. The objectives of this research were 1) to investigate the sources of self-efficacy of low proficiency EFL learners, and 2) to compare the sources of self-efficacy with respect to gender and programs of study. The participants in this research were 405 undergraduate students of Dhurakij Pundit University in Thailand. The research instrument included the questionnaire of sources of self-efficacy containing 24 five-point Likert scale items. The data were analyzed by using mean scores, and standard deviation. The findings showed that learners perceived vicarious experience as the strongest influential source of self- efficacy, followed by physiological states, mastery experience, and social persuasions. In terms of gender, both male and female learners ranked the four sources of self-efficacy the same way: vicarious experience, physiological states, mastery experience, and social persuasions. The participants from the Faculty of Communication Arts and the Faculty of Fine and Applied Arts ranked physiological states at the highest level, followed by vicarious experience, mastery experience, and social persuasions. KEYWORDS: Sources of self-efficacy, Low proficiency, EFL learners Introduction Self-efficacy refers to “the beliefs in one’s capabilities to organize and exercise the course of action required to produce given attainments” (Bandura, 1997, 2006). Self-efficacy functions as a better predictor of learners’ performance than their real competence. In the context of education, self- efficacy refers to the beliefs learners hold in their capabilities to accomplish tasks required for learning. It has been reported that learners with a higher level of self-efficacy achieve better scores than those with a lower level of self-efficacy. That is because self-efficacy can influence people’s choices of behavior, the degree and duration of their effort in completing a task, and their emotions (Bandura, 1997; Klassen & Usher, 2010). To illustrate, learners with high self-efficacy tend to persevere in doing difficult tasks, search for deeper meaning, express lower anxiety, and have higher achievement at school. On the other hand, learners with low self-efficacy are likely to have low motivation, avoid difficult tasks, and have limited ideas on how to solve problems. Many studies have shown that self-efficacy is an essential indicator to predict achievement outcomes in various disciplines, such as mathematics, science, and foreign languages (Klassen & Usher, 2010; Pajares, 1996; Usher & Pajares, 2009). 83

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Self-efficacy has received attention in educational research. For instance, in the context of foreign language learning, Mills, Pajares, & Herron (2007), Hsieh & Schallert (2008), and Tilfarlioglu & Ciftci (2011) pointed out that self-efficacy is the most influential predictor of learners’ performance in language learning. Self-efficacy has also been found related to learners’ strategy use in foreign language learning. Moreover, the study among Thai learners conducted by Kitikanan and Sasimonton (2017) revealed that English self-efficacy in relation to all four skills had a significant positive correlation with the English language achievement of Thai learners. This could be implied that Thai students with high self-efficacy have high achievement in language learning. Siritararatn (2013) identified some of the factors in language learning success, which included interests and attitudes towards English language learning, teaching methods, patience and perseverance, awareness of the importance of English, and fun activities. The negative factors that were seen to cause failure in language learning were bad experience with English, the grammar-translation method, and negative feedback from teachers. In order to strengthen learners’ self-efficacy, the sources of self-efficacy of low-achieving EFL learners should be investigated, in particular. Most Thai university students who have been learning English for more than 12 years still struggle with English language learning. For low proficiency students, their motivation in language learning is low while their language anxiety is high. This study focuses on examining the sources of self-efficacy of Thai students who have low proficiency in language learning. The results from the study will encourage language teachers to design teaching methods that can enhance the self-efficacy and self-confidence of their students in terms of English language learning. Sources of self-efficacy Bandura (1997) pointed out that learners’ self-efficacy is formed based on four sources of information: mastery experience, vicarious experience, social persuasion, and physiological states. Mastery experience Mastery experience refers to people’s past experience of achievements or successes. When people accomplish a task, they can easily develop confidence in performing similar tasks. To illustrate, when learners obtain direct experience of success, this helps to raise their self-efficacy. Bandura (1997, 2006) argued that mastery experience is the most effective way of building a strong sense of self-efficacy. Learners can establish a firm sense of self-efficacy through the successes they achieve or have it undermined by the failures they experience. Palmer (2006) also confirmed that mastery experience is the most influential source of self-efficacy as it provides learners with authentic evidence showing how capable they are of accomplishing a given task. Learners develop their self-efficacy beliefs through interpreting the results of their activities and, as a result, mastery experience is the most influential source of the information that learners use to create and develop their self-efficacy beliefs (Usher & Pajares, 2009). Vicarious experience The second source of self-efficacy, vicarious experience, happens when learners notice that their peers with a similar ability succeed in performing a task. According to Schunk (2003), people normally compare themselves with people they share similarities such as the same age, gender, nationality, educational level, and so on. When learners see their close friends succeed at a challenging task, they are likely to think they can succeed too. This source of self-efficacy helps students promote their level of self-efficacy as they compare with their peers and they gradually 84

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" build up their confidence in accomplishing the same task. Schunk (2003) also noted that the similarities between learners and models are key to the success of this factor. Conversely, if learners have exposure to unsuccessful peers or models, this can make students underestimate their capabilities, and their self-efficacy will be eventually lowered. Social persuasion Social persuasion is a form of feedback from parents, teachers, and peers. It can increase learners’ confidence and self-efficacy when constructive feedback from reputable and reliable persons is given to them. Younger students who eagerly await evaluative judgments from trusted teachers, parents or peers will find it useful. In addition, feedback that focuses on learners’ skill development can be particularly helpful in building self-efficacy (Hattie & Timperley, 2007). However, it is mentioned that it is more difficult to inspire personal beliefs of self-efficacy through verbal persuasion than to weaken it (Bandura, 2006). Negative words or biased comments by trusted others can leave students with a bruised sense of efficacy. Physiological states Physiological states are the body and emotional states occurred when learners do a particular task in learning. States such as stress, anxiety, excitement, fatigue, or uncertainty can lead to learners’ failure or success (Bandura, 1997; Schunk, 2003). A higher level of anxiety and unease may decrease learner’s self-efficacy and reduce their effort in performing a task. Otherwise, when they feel more comfortable and are not beset with negative emotions, they can achieve better performance. For example, some learners often experience a level of anxiety when approaching mathematics work, which undermines their self-efficacy. Some learners are nervous and fear to speak English with native speakers. Feeling extreme stress or anxiety when undertaking a particular academic task could lower learners’ self-efficacy. Bandura (1997) suggested that learners tend to fully function when their physiological states are neither too high nor too low. In general, increasing learners’ physical and emotional well-being and reducing negative emotional states strengthens self-efficacy. Related work There have been several studies examining the sources of self-efficacy of learners in different areas. Usher and Pajares (2008) reported that mastery experience was related to writing self- efficacy for students in Grades 3 through 12. They also found that physiological arousal was predictive of self-efficacy for the younger (elementary and middle school) but not the older (high school) students, for whom social persuasions were predictive. Hodges and Murphy (2009) found that vicarious experience had the strongest influence on students’ self-efficacy beliefs. The study also revealed that students were attending a course offered in a learning environment that was unfamiliar to them. Templin (2011) conducted a study to investigate the impact of four self-efficacy sources on ESL self-efficacy beliefs of the participants as well as the relationship between ESL self- efficacy beliefs and ESL proficiency. It was concluded that self-efficacy sources predicted both ESL self-efficacy beliefs and ESL proficiency. However, ESL self-efficacy beliefs did not predict ESL proficiency, nor were they found as mediators between self-efficacy sources and ESL proficiency. Arslan (2013) attempted to study the possible relationship between individuals’ opinions about the sources of self-efficacy beliefs and their gender, academic achievement, grade level, socio- economic status, and learning style. The results showed a significant correlation between the participants’ beliefs about self-efficacy sources and academic achievement. Loo and Choy (2013) 85

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" studied the possible correlation between four self-efficacy sources and academic performance. The findings revealed a correlation between self-efficacy sources and both students’ scores on mathematics achievement and cumulative GPA of electronics-related engineering diplomas. Moreover, the results showed enactive mastery experience as the main predictor of individuals’ academic achievement in mathematics. Zarei and Naghdi (2017) investigated the four sources of self-efficacy as predictors of EFL learners. It was found that only mastery experience was a positive predictor of students’ performance. Luangpipat (2017) studied the levels and sources of self- efficacy of foreign language learners who are in different learning states. Vicarious experience, mastery experience, physiological states, and social persuasion are the most influential sources respectively. Research Objectives The main objective of this research was twofold: 1) to investigate the sources of self-efficacy of low proficiency EFL learners, and 2) to compare the sources of self-efficacy with respect to gender and programs of study. Methods 1. Participants The participants in this study were 405 undergraduate Dhurakij Pundit University students from several programs enrolling in the English requirement courses in the third semester of the academic year 2018 (June-July 2019). They were considered low proficiency because they failed the English requirement course(s) in the previous semester(s) so they repeated the course(s) in the third semester. 2. Instrument The questionnaire of the four sources of self-efficacy, which was developed by Usher and Pajares (2009), was employed. The questionnaire consisted of 24 five-point Likert scale items. The students were required to rate each item according to their level of agreement. The scale ranged from 1 (Not at all true) to 5 (Completely true). The items were designed to assess four sources of self-efficacy: (a) mastery experience (Items 1, 6, 9, 13, 14, 24,) such as “I have always done well on English assignments.”; (b) vicarious experience (Items 4, 8, 12, 16, 21, 22) such as “Most of my friends do well in English.”; (c) social persuasions (Items 2, 5, 10, 19, 20, 23) such as “People often tell me that I am a good English student.”; and (d) physiological states (Items 3, 7, 11, 15, 17, 18) such as “Just thinking about doing English work makes me feel nervous.” According to Usher and Pajares (2009), Cronbach’s alpha reliability coefficient values were 0.85 for mastery experience; 0.55 for vicarious experience; 0.88 for social persuasions; and 0.80 for physiological states. 3. Data collection and analysis The questionnaire was delivered directly to 405 students during the final week of the course (July 2019). It took about 10-15 minutes for them to complete the questionnaire. After collecting all of the questionnaires, the data were analyzed and interpreted. Descriptive statistics were utilized to reveal the findings of the study. 86

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Results Table 1: Demographic characteristics Variables N = 405 Percentage Gender 211 52.10 Male 194 47.90 Female 144 35.56 Faculty/College 11 2.72 35 8.64 College of Innovative Business and Accountancy 20 4.94 College of Creative Design and Entertainment Technology 38 9.38 College of Innovative Technology and Engineering 68 16.79 Faculty of Arts 76 18.76 Faculty of Communication Arts 13 3.21 Faculty of Fine and Applied Arts Faculty of Public Administration Faculty of Law The table shows that 211 students were male (52.10%) and 194 students were female (47.90%). Students were from every faculty/college of the university. The majority of the students were from the College of Innovative Business and Accountancy. Table 2: Sources of Self-Efficacy (N = 405) Sources of self-efficacy Mean SD Ranking Mastery experience 2.62 0.98 3 Vicarious experience 3.03 1.00 1 Social persuasions 2.32 1.00 4 Physiological states 2.89 1.12 2 According to the first research objective, the results in Table 2 reveal that the participants perceived the four sources of self-efficacy from vicarious experience (M = 3.03, SD = 1.00), physiological states (M = 2.89, SD = 1.12), mastery experience (M = 2.62, SD = 0.98), and social persuasions (M = 2.32, SD = 1.00) respectively. Table 3: Sources of Self-Efficacy in relation to Gender (N = 405) Sources of self-efficacy Mean Male Ranking Mean Female 2.64 3 2.61 Mastery experience 2.98 SD 1 3.09 SD Ranking Vicarious experience 1.03 4 0.92 3 Social persuasions 2.35 1.00 2 2.29 1.00 1 Physiological states 2.93 1.06 2.84 0.93 4 1.10 1.13 2 87

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" With regard to gender, the results in Table 3 show that both male and female students ranked the four sources of self-efficacy in the same way: vicarious experience, physiological states, mastery experience, and social persuasions. The results also correspond with the information shown in Table 2. Table 4: Ranking of Sources of Self-Efficacy in relation to Faculty/College (N = 405) Sources of self-efficacy College/Faculty Mastery Vicarious Social Physiological experience experience persuasions states College of Innovative Mean Ranking Mean Ranking 2.79 3 Mean Ranking Mean Ranking 2.88 2 3.17 1 2.47 4 2.70 3 2.76 2 Business and 2.75 2 2.71 3 Accountancy 2.50 3 2.57 2 College of Creative 2.39 3 2.91 1 2.52 4 3.00 1 2.51 3 3.03 1 Design and 2.50 3 2.88 2 2.54 3 3.00 2 Entertainment Technology College of Innovative 2.97 1 2.46 4 Technology and 3.19 1 2.21 4 Engineering 2.99 2 2.03 4 2.88 2 2.15 4 Faculty of Arts 2.89 1 2.30 4 3.27 1 2.07 4 Faculty of Communication Arts Faculty of Fine and Applied Arts Faculty of Public Administration Faculty of Law When considering the four sources of self-efficacy according to different faculties/colleges, the participants from the College of Innovative Business and Accountancy, the College of Creative Design and Entertainment Technology, the Faculty of Arts, the Faculty of Public Administration and the Faculty of Law perceived vicarious experience the highest rank, followed by physiological states, mastery experience, and social persuasions. However, the students from the Faculty of Communication Arts and the Faculty of Fine and Applied Arts ranked physiological states the highest, followed by vicarious experience, mastery experience, and social persuasions. The students from the College of Innovative Technology and Engineering ranked vicarious experience the highest, but mastery experience came before physiological states and social persuasions. Conclusion and Discussion This study aimed to investigate the four sources of self-efficacy among low-achieving EFL learners. Based on the participants’ responses, vicarious experience was ranked the first, followed by physiological states, mastery experience, and social persuasions. The results were consistent with the study conducted by Hodges and Murphy (2009) and Luangpipat (2017). There were no differences between male and female learners in terms of the perception of the four sources of 88

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" self-efficacy. As Bandura (1997) noted, self-efficacy is closely associated with academic achievement and mastery experience is perceived as the most essential source of self-efficacy. However, for low achieving EFL learners, they considered vicarious experience the most influential source. This can be explained that low achieving learners might encounter failure in English language learning. One of the factors that contribute to failure of English language teaching and learning is poorly motivated students (Dhanusobhon, 2007). From their past experience, they could face obstacles such as unqualified teachers, large classes with mixed ability students, and rare opportunities to expose to the target language. Failure to learn English can lower students’ motivation and self- efficacy. It can also clarify why low proficiency learners have not perceived mastery experience the highest rank as they have hardly seen themselves succeed in learning English. Interestingly, these students compare their capacities with their peers. Schunk (2003) mentioned that students always observe their peers who share similar capabilities. When their peers can achieve a task, they might think they can accomplish that task as well. Apart from vicarious experience, students ranked physiological states the second. It is consistent with the characteristics of low achievers who lack self-confidence and have low motivation. When they learn English, they might be nervous and get depressed easily and they undermine themselves so they think they lack English skills (Usher & Pajares, 2009). Social persuasions or feedback from relevant parties do not have a major impact on low achieving students. This can be explained by Schunk (2003), and Hattie & Timperley (2007) that learners concern about who the evaluators or reviewers are. If they are reliable and trusted teachers or parents, feedback can reinforce student performance. In contrast, destructive feedback can lower student motivation and self-efficacy. Regarding responses from different faculties/colleges, it revealed that learners from the Faculty of Communication Arts and the Faculty of Fine and Applied Arts ranked physiological states the highest. We can assume that based on their background and learning styles these students prefer a relaxed learning environment. They can learn better when they feel relaxed and at ease. It can be implied that emotions and affective variables are the most important factor for these students. According to Krashen (1982), affective filters involving the feelings and attitudes of learners may affect success or failure in language learning. Teachers should be aware of lowering factors that may hinder effectiveness in English language learning. Recommendations The results of this study demonstrated that vicarious experience is the most influential source of low proficiency EFL students. As seen in many studies, self-efficacy beliefs are closely associated with academic achievement. High self-efficacious students tend to perceive mastery experience as the main source of success; on the other hand, low achieving students may see themselves lack of confidence and skills to perform the task successfully. Thus, the English teachers should adjust their teaching to boost students’ self-efficacy. Schunk (2003) suggests that modeling is an important method of promoting learning and self-efficacy. The models can be teachers, parents, or peers. Models in a language learning class in Thailand should be peer modeling. Teachers can select models who hold similar capabilities and attributes such as age, major or study and perceived competence. Students always observe their peers while performing a task. When they see peer models perform the task, they simultaneously evaluate their own capabilities whether they can achieve the designated tasks. Peer models 89

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" automatically provide information about what sequence of actions will lead to successful or undesirable consequences. As a result, peer models motivate students to perform the same behaviors and actions or to avoid performing them. To conclude, if students are alike to their peer models, it is likely that similar actions are taken and will provide desirable results. Peer models may, therefore, have desirable effects on student achievement than teacher models. Teachers can assign individual tasks to low efficacy students that will contribute to the learning of the class. The student should accomplish the task and can feel good about the performance involved. References Arslan, A. (2013). Investigation of relationship between sources of self-efficacy beliefs of secondary school students and some variables. Educational Sciences: Theory & Practice, 13(4): 1983-1993. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company. Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares, & T. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 1-43). Greenwich, Connecticut: Information Age Publishing. Dhanusobhon, S. (2007). English language teaching dilemma in Thailand. Kasetsart Educational Review, 22(1): 53-59. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1): 81–112. Hodges, C.B., & Murphy, P.F. (2009). Sources of self-efficacy beliefs of students in a technology- intensive asynchronous college algebra course. Internet and Higher Education, 12(1): 93-97. Hsieh, P.H. P., & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates' motivation in a foreign language course. Contemporary Educational Psychology, 33(4): 513–532. Kitikanan, P. & Sasimonton, P. (2017). The relationship between English self-efficacy and English learning achievement of L2 Thai learners. Language Education and Acquisition Research Network (LEARN) Journal, 10(1): 149-164. Klassen, R.M., & Usher, E.L. (2010), Self-efficacy in educational settings: Recent research and emerging directions. In T.C. Urdan & S.A. Karabenick (Eds.), The Decade Ahead: Theoretical Perspectives on Motivation and Achievement (Advances in Motivation and Achievement, Vol. 16 Part A). Emerald Group Publishing Limited, Bingley. Krashen, S.D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press. Loo, C.W., & Choy, J.L.F. (2013). Sources of self-efficacy influencing academic performance of engineering students. American Journal of Educational Research, 1(3): 86-92. Luangpipat, N. (2017). Levels and sources of self-efficacy of foreign language learners in different learning stages. Language Education and Acquisition Research Network (LEARN) Journal, 10(1): 37-50. Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3): 417-442. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578. 90

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Palmer, D.H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36: 337–353. Schunk, D.H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal-setting and self- evaluation. Reading and Writing Quarterly, 19: 159-172. Siritararatn, N. (2013). English self-efficacy beliefs of EFL low proficiency graduate students. Academic Journal of Interdisciplinary Studies, 2(3): 461-468. Templin, S.A. (2011). Examining the effects of self-efficacy sources on English as a second language (ESL) self-efficacy beliefs and ESL proficiency (Doctoral dissertation). Retrieved from ProQuest Dissertation and Thesis. (UMI No. 3459552). Tilfarlioglu, F.T., & Ciftci, F.S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classroom (A case study). Theory and Practice in Language Studies, 1(10): 1284-1294. Usher, E.L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4): 751-796. Usher, E.L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34(2009): 89-101. Zarei, A. A., & Naghdi, F. (2017). Sources of self-efficacy as predictors of EFL learners’ course performance. European Online Journal of Natural and Social Sciences, 6(1): 68-80. 91

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" Professor Emeritus Dr.Paitoon Sinlarat and the Creative and Productive Education Philosophy Pongpinyo Mankosol1 Pornchanok Sukpan 2 Dhurakij Pundit University E-mail [email protected] [email protected] ABSTRACT Professor Emeritus Dr. Paitoon Sinlarat has become one of the most important educators in Thailand with various work experiences in national sectors and organizations. According to his working background, Prof. Emeritus Dr. Paitoon Sinlarat has put a lot of effort to implement the Creative and Productive Education Philosophy in his both pedagogical, academic, and administrative fields. He believes that this philosopher is very effective and appropriate for Thai education situations. This phenomenon appears to be one of the professional guidelines to develop the Thai society shifted from consumerism to productive culture. The application of the philosophy is expected to foster more strength and self-dependence of the nation. KEYWORDS: educational philosophy, creative and productive culture, Paitoon Sinlarat Introduction Professor Emeritus Dr. Paitoon Sinlarat has served as a teacher in the area of education for decades. It is not surprising that there are a lot of students receiving knowledge from him through both direct and indirect methods. That is, the former has become his students in the classroom, and the latter has been learning the variety of his academic works. Additionally, Professor Emeritus Dr. Paitoon Sinlarat, who is recognized as one of the most distinguished educators, was appointed for the high rank positions in both state and private tertiary universities, namely a vice-president, a dean, a board committee, etc. He, furthermore, held multiple academic posts in the national levels such as the board chaiฟrman of the Teachers’ Council of Thailand, and associate fellows in the Education Science branch of the Moral and Political Sciences division at the Royal Society. Regarding his work experience, it is evident that he has become one of Thailand’s most renowned educators who effectively implements the creative and productive education philosophy to reach the success of his academic career. Source of the creative and productive philosopher Professor Emeritus Dr. Paitoon Sinlarat was born on August 25th, 1946 in Bangkok. He received his Bachelor’s degree with honours in Educational Science from Chulalongkorn University and a doctoral degree in the field of tertiary education from University of Pittsburgh. Interestingly, during his studies at Chulalongkorn University, he initiated the educational concept with regard to the following statement: As a first-year student at the faculty of education in Chulongkorn University, the author started thinking of the most effective way to teach students. He found that to give students opportunities to think or analyse what they were going to learn is the beginning of self-learning development and self-adjustment for their new 92

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" environments, not just following the step of others in the society. However, the author was not confident about the theoretical approach of what and how to think or analyse. After taking it gradually into consideration, the author was confident that children (including adult learners) must be taught in terms of analytical thinking in order to understand events surrounding their life and society. With his step by step movement, he found that the rationale of analytical thinking is unlikely to gain worthy results unless the creative thinking was constructed for inventing new ideas or activities. After receiving two key words: analytical and creative thinking, the author spent time to discover the next process of learning until understanding the notion of consumerism deepened in the Thai society and leading to several societal problems of the country. That brought the other two key cognitive terms: productive and responsible thinking to his mind. Finally, the author underpinned the four approaches of thinking or four types of human cognition in chronological order: analytical, creative, productive and responsible thinking. These four key terms have been served as the gateway to produce and maximize the number of effective students for the Thai society in a positive and active way. It can be clearly observed that the name, ‘philosophy of creative and productive education’ is meaningfully proposed to represent all of four key terms. The philosophy, as the consequence, refers to the construction of four cognitive types of leaners who are given an opportunity to analyse, to create, to produce, and to be responsible for societal events surrounding their life and the community (Sinlarat, 2016a).” According to the statement, it can be easily noticed that the philosophy of creative and productive education was initiated by Professor Emeritus Dr. Paitoon Sinlarat when he studied at tertiary level. This rationale has been crystalized into a philosophy as the gateway of educational development in Thailand. Creative and Productive Education Philosophy and Thailand 4.0 with Education 4.0 Thailand 4.0 was driven as the national policy with the aim to accelerate the Thai economy to be one of the high income countries including innovative industry and advanced technology. It is expected that this policy increases national income per capita to be ranked as an upper-income country, decrease the social disparity between rich and poor, and lessens the dependence upon foreign countries in order to accomplish the national mission of prosperity, security, and sustainability. Regarding the article author’s viewpoint, the creative and productive education philosophy proposed by Professor Emeritus Dr. Paitoon Sinlarat seems to be relevant to Thailand 4.0 and Education 4.0, influenced by the notion of the philosophy based on opinions from several educators in different professional areas. Simply put, the philosophy of creative and productive education was originated from the careful observation together with the analysis on the problem of consumerism in the Thai society. Consumerism can be defined as the conventional consumption on conceptual principles, new behavioural methods, the commodities and foreign consumption ideas (Sinlarat, 2016a, p.5). Interestingly, education in Thailand is deeply integrated in consumerism and also encourages Thai people to intrinsically merge with the consumerism. As noticed, the Thai education system leads young learners to be less and less independent and seems not to be the learners’ obstacle to activate their critical and analytical thinking in depth on what and how to consume both abstract 93

THE 5TH NATIONAL AND THE 1ST INTERNATIONAL CONFERENCE ON EDUCATION 2021 (APHEIT-EDU 2021) \"EDUCATION MANAGEMENT INNOVATION FOR TRANSITION TO THE NEW NORMAL\" and concrete products. It is assumed that the more consumerism is cultivated in the Thai education system, the more difficult it will be to solve the problem (Sinlarat, 2016a, p.8-9). Professor Emeritus Dr. Paitoon Sinlarat discovered that the Thai education system has been not only a consumer education but also an educational institution which has been merged into a consumer institution (Sinlarat, 2008, p.13). Additionally, he noticed that the course of curriculum and instruction is placed in a part of the consumption on knowledge, understanding, and values based on the social acceptance and international influence without enhancing young learners to construct, think, invent and develop something for themselves and their community (Sinlarat, 2018d, p.9). Responding to this problematic issue, Professor Emeritus Dr. Paitoon Sinlarat introduced the creative and productive education philosophy with the belief that it is the effective way to tackle the solution on the consumerism in the Thai education system by means of shifting consumers into producers, or the consumer institution into the productive and creative agencies (Sinlarat, 2008, p.14). Apart from this, young scholars must be trained or guided in the relation to the four mental factors: critical, creative, productive, and responsible thinking or the CCPR model, as addressed by Sinlarat (2014). The following is the brief definition of each key term: Critical mind is defined as the learners’ ability to construct analytical thoughts in order to strengthen their existing background knowledge responding to the cause and reason relationship. Creative mind refers to the leaners’ ability to create or innovate some abstract or concrete products for their professional upgrading or the benefit of their society after analysing and giving comments on those. That is, learners are able to not only perpetuate their analysis or comment skills but also move to the creative stage for some new additions or supplements regarding the existing knowledge. Productive mind is defined as the learners’ ability to transform intangible ideas into concrete ones. It can be clarified in this way that the learners should be driven to produce new materials as tangible evidence to stimulate their sense of pride based on their creative mind. Responsible mind refers to the learners’ responsibility for themselves, the society, and the environment relevant to their tangible evidence. This fundamentally reflects to the ethics, the virtue, and responsibility for their forthcoming occupations. It is noteworthy that the creative and productive education philosophy of Professor Emeritus Dr. Paitoon Sinlarat is directly relevant to Thailand 4.0 and Education 4.0 because of putting the great emphasis on the CCPR model. Sinlarat (2016a, p.1-2) revealed that as the result, the characteristic of Thai people will be converted into more independent and more productive in order to leverage the profitability of their own society and other communities. Hands-on modes to make things real must be the key learning approach engaged in the Thai education. It would be great if the Thai education was evolved into the Education 4.0 as aforementioned or ‘Mode of Productive Education’. This will expectedly bring the educational evolution from consumerism to productive culture (Sinlarat, 2016a, p.208). Noticeably, Professor Emeritus Dr. Paitoon Sinlarat becomes an effective educator who has an advanced vision on the field of education because he is capable of forecasting precisely and concisely the trend of global education. Though the Thai education system remained in the era of Education 2.0, Professor Emeritus Dr. Paitoon Sinlarat had sparked the practical model of Education 4.0. When the Thai educational system turns into Thailand 4.0, Professor Emeritus Dr. Paitoon Sinlarat proposes Education 4.0 or Mode of Productive Education as a major instrument to take a full and active part in shaping the future society and reach the ultimate goal of the national education policy. 94