St. Theresa Journal of Humanities and Social Sciences

Crisis Leadership Theory Development: Identifying Gaps and Direction through Theory-Building Method

Pakawat Piriyapol — 2024-09-03

Under this turbulent era, crisis leadership are needed for leading and handling situations in organizations, systems, and societies. This position article pointed the lack of Crisis Leadership Theory, the current situation, issues, and gaps of crisis leadership theory development. Even there are various crisis leadership concepts now, this is still not sufficient for social sciences’ scholars and professionals to get deep understanding of this phenomenon if this practical concept is not in a form of a formal theory. Exising crisis leadership concepts were proposed to be key managerial practices for ones who are managers or positional leaders in dealing with crises but they did not provide rationales and mechanisms of individuals who become and perform crisis leadership. Therefore, the authors reviewed and explained the meanings and compoenents of a theory and what should be a structure of theory regarding leadership. Then, this article presents the discussion on missing parts of crisis leadership phenomenon which are the part of crisis: what are impacts and effects on individauls from crisis? how do they deal with those effects? and the part of leadership: how come individuals decide to step out to take a lead? what styles they have in leading others in crisis? Finally, the gaps to be fulfilled in further theory development were presented and guided, through each step in the framework of Dubin’s theory-building as it is appropriate example that illustrate the first part in Theory Development (conceptualizing/ modelling) and the second in Research Operation (operationalizing/ hypothesizing/ testing).

Exploration of HR Interventions during the Organizational Development (OD) Phases of Unicorn Startups in Thailand

Naphachara Wongchankit — 2024-11-20

This position article pointed out the importance of exploration in HR interventions during the organizational development phases of unicorn startups in Thailand. Even though there are several research articles in the startup ecosystem, there is none of academic research among unicorn startups in Thailand. The authors reviewed and discussed the definitions and the related theories of startups, HR functions and interventions in the startups, and organizational development phases of the startups. The authors also described current Thailand’s startup landscape. In addition, the objectives for the future research are presented as to discover and understand the organizational development phases of unicorn startups in Thailand and their journeys to becoming unicorns and to explore HR interventions of unicorn startups in Thailand in different organizational development phases from the start to the unicorn level, to offer several implications for the startup organization, HR practitioners, and the management, as lesson learned from Thai unicorn startups.

Applying Digital Technology in ESL- Learning to Enhance Student Engagement and Learning Outcomes for K3 Students at Bangkok Bilingual School, Thailand

Luke Daniel Mathews Di-Maria — 2024-09-03

This quantitative research aimed to apply digital technology in ESL- learning to enhance student engagement and learning outcomes for K3 students at Bangkok Bilingual School, Thailand. There were 2 research objectives. To create a set of learning activities via Digital Technology to Enhance Student Engagement and Learning Outcomes for K3 Students at Bangkok Bilingual School’ and ‘To evaluate the effectiveness of the proposed set of learning activities via Digital Technology in terms of (1) Student Engagement and English communication skills and (2) parent satisfaction of applying Digital Technology in ESL learning activities.’ There were 21 mixed-ability students, participating in 6 weeks of ESL classes using technology, tested by a pre and post-test, and their parents assessing the homework activity, giving satisfaction feedback via a questionnaire. 5 experts in the relevant fields evaluated and validated the tools. The results showed that the use of technology enhances student engagement and learning outcomes, displaying improvement from the results from both the pretest and posttest, showing that technology can be used in the ESL classroom effectively. The mean result compares the pre-and post-tests, showing that the post-test results were 4 points greater on average than the pretest results. The post-test data had a higher standard deviation of 3.69. For the ESL activity, parents showed utmost satisfaction with the homework learning activity. They expressed satisfaction with their children being active and overall enjoyment. The results showed that the mean and standard deviation of parent satisfaction were satisfied at a high level.

Developing Management Guidelines for International Students’ Learning Success at Guangxi Minzu University, China

ํYang Yating — 2024-09-09

The objectives of this research were: 1) to investigate problems and needs of international students, teachers, and administrators on the learning success of students and 2) to develop the management guidelines for international students’ learning success. The respondents were 160 international students, 84 teachers, and 6 administrators from Guangxi Minzu University. The research instruments employed in this study were questionnaires, semi-structured interviews, and a set of questions for the focus group discussion meeting. The information and data collected were analyzed through content analysis and descriptive analysis.

The findings indicated that: 1) the opinions of international students, teachers, and administrators towards the problems of students’ learning success were at a moderate level. In terms of student performance, and student outcomes, teachers and administrators rated them at a moderate level; however, the student achievement was at a low level. All respondents viewed the needs of students’ learning success at a high level. Besides, international students rated the need for student achievement at the highest level. 2) The 7 chapters of guidelines for international students’ learning success included 1) Understanding cultural differences 2) Making a study plan 3) Finding learning resources, 4) Being positive 5) Developing good time management habits 6) Building social networks and 7) Seeking help and support, were evaluated by the 3 specialists and possessed the IOC values from 0.67 to 1.00, meaning the guidelines were acceptable and could be used with international students to achieve learning success at a university.

Comparative Perspective of Learning Outcomes of International University Students Based on the Thai Qualifications Framework for Higher Education Standards

Subin Putsom — 2024-09-30

The objectives of this research were 1) to study the level of opinions on the learning outcomes according to the Thai Qualifications Framework (TQF) of students in ethics and morals, knowledge, cognitive skills, interpersonal and responsibility skills, and numerical analysis, communication, and information technology skills, and 2) to compare the differences between the opinions of students' learning outcomes according to the TQF on ethics and morals, knowledge, cognitive skills, interpersonal and responsibility skills, and numerical analysis, communication and information technology skills classified by personal factors. The sample group consisted of 315 students. Data was collected using a questionnaire. Statistics used were frequency, percentage, t-test, and one-way ANOVA POSTHOC test by Scheffe method. Most of the students are female, aged 19 to 21 years old, studying in their fourth year, with a cumulative GPA of 3.01 to 3.50, studying in the Faculty of Arts and Humanities, International Program, and having Thai nationality. The analysis of learning outcomes classified by factor variables showed that gender, age, faculties studied, and different races had no different opinions about learning outcomes according to the TQF for Higher Education. Students with different years of study had different cognitive skills and students with different cumulative GPAs had different cognitive skills, knowledge, interpersonal, and responsibility skills. In addition, students with different faculties of study had different ethics and morals, knowledge, numerical analysis, communication, and information technology skills significantly at the 0.05 level.

Management Functions in Small Entrepreneurs: Scale Development and Validation

Wanlee Putsom — 2024-09-30

The primary purpose of this study is to create and develop a management functions scale develop a management scale tailored for small entrepreneurs consisting of various types of business. The study objectives are finding the validity and reliability questions to assess the management functions that appeared in all of the management books and academic literatures. In this study, management functions consist of four functions that specified in numerous management documents included planning, organizing, leading, and controlling as represented in the role of dimensions to measure the management functions. The data was gathered by using questionnaires from 214 administrators or owners of small entrepreneurs from diverse small businesses. Data analysis used reliability and validity testing throughout several steps such as IOC, try out, Cronbach’s alpha, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to measure each management function dimensions. This research showed the confirmed results eighteen from twenty items resulting in four dimensions of management functions consist of planning (four items), organizing (four items), leading (five items) and controlling (five items). Moreover, the finding indicated that all of the dimensions appeared the model fit statistics are the highest contributor to management functions followed controlling, leading, organizing and planning. The study provides important implications for future research and the development of management function scales, offering valuable insights for small business management.

Effective Civic Education Pedagogy: Efficiency of Supplementary Tutoring on Students’ Learning Outcome in Civic Education

Clifford Edore Ogheneakoke — 2024-10-09

This research aims to 1) explore the efficacy of Supplementary Tutoring (ST) on students' learning outcome and 2) determine if students will differ in their scholarly performance by gender when instructed with ST. The research adopted a quasi-experimental design. A sample of one hundred and seventy (170) students were involved in the research. The study employed the Supplementary Tutoring Learning Outcome Test (STLOT) instrument for data gathering. Data were analyzed with mean statistics, t-tests, and ANCOVA statistics. The findings revealed that ST improved students' learning outcome in CE as it reinforced concepts that had been taught or imparted in a regular classroom. Also, students differ in their learning outcome by gender; the ST instructional approach favored male students. This study supports the earlier study outcomes that ST is effective as an instructional tool for improving students' learning outcome in CE. Further, it is an approach for developing instructional approaches to enhance instruction and learning in CE. It was recommended that the ST method should be integrated or incorporated into the curriculum of teacher training institutions; CE teachers should receive professional development training in ST and other school instructional methods; socially constructed philosophies of gender should be considered in the usage or application of ST in CE instructions.