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Success Factors for Faculty Development in Thailand Higher Education

By Dr. Celeste Brody, 2006 American Fulbrighter from Central Oregon Community College, 


Dr. Celeste Brody worked as a Fulbright Visiting Scholar at Burapha University from October 25, 2006 to February 24, 2007. Below is what Dr. Brody shared with us her views on success factors for faculty development in Thailand.


Student-centered learning, a key reform effort in Thailand, represents a major shift in the way faculty and administrators think about and engage in teaching as well as assessment and research.  The pedagogies associated with student-centered learning such as active learning, collaborative learning and problem-based learning require considerable time for faculty to learn, adjust their curricula and develop new assessment practices.  The goals of this effort include greater student achievement, higher academic standards and student retention.


Student-centered learning affects how faculty work together in higher education.  Institutional commitment, size, history, mission, as well as human and financial support influence how successfully universities adapt and integrate new learning processes.  Faculty motivation, age, experience, sense of collegiality and cultural norms are also factors influencing the ability to adopt new pedagogies.  “Even if faculty are willing to change, they are often at a loss as to how to proceed.  Thus, support for faculty is essential” (Millis & Cottell, 1998, p. 218).



ข้อเขียนทั้งภาษาไทยและภาษาอังกฤษทุกเรื่องที่นำเสนอโดยมูลนิธิการศึกษาไทย-อเมริกัน (ฟุลไบรท์) ผู้สนใจสามารถจะนำไปใช้ประโยชน์ต่อการเรียนการสอนและกิจกรรมทางการศึกษาที่เกี่ยวข้องได้โดยขอความกรุณาอ้างอิงถึงแหล่งที่มาให้ชัดเจนด้วย

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Success Factors for Faculty Development in Thailand Higher Education

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