Development of Theoretical Based Multidimensional Learners’ Evaluation of Higher Education in Thailand: A Case Study of the University in Graduate Level

Abstract

This study was performed with the purposes of developing indigenous explanation for higher education in Thailand regarding what should be included in teaching and learning evaluation for the purpose of educational quality evaluation and development by completing five of eight steps of Dubin's theory building method.  Qualitative data collection methods were adopted, with triangulation of data to ensure trustworthiness.  After data analysis and development of theoretical conceptual framework, Patterson’s criteria for evaluating theory were adopted to evaluate the theoretical conceptual framework.  Results of this study reveal a theoretical conceptual framework which consists of 25 units, three laws of interaction, three system states, and one proposition.  The results are not yet the measurement of teaching and learning.  To utilize the theoretical conceptual framework in a measuring aspect, further research is needed, and will be performed in the near future.