Social Engagement in Thai Higher Education: Practice and Challenges

Abstract

     A mixed methodology of quantitative and qualitative research was undertaken to analyze the ideology and mission on social engagement in Thai higher education and international higher education, and to examine the practice and challenges of social engagement from a case study of Kasetsart University, Kamphaeng Saen campus. A survey was employed to collect quantitative data from 184 professors and 360 students. The data were analyzed using descriptive statistics and a t-test. In addition, qualitative information was collected through interviews from the key informants—15 professors and 5 students—obtained by the snowball sampling technique. Content analysis was conducted afterwards. The findings were: 1) The ideology and mission on social engagement in the United States higher education are clearly stated and identified. These are cooperation and collaboration with, partnership with, and responsibility to the community and society, whereas Thai higher education aims to develop the nation, solve problems, promote leadership and be responsible for society. 2) Social engagement practice is administered in accordance with the university identity. This includes connecting the university mission with the community through interdependence, being responsible for the university commitment to the community and society, and transferring appropriate knowledge and innovation. 3) The professors’ role was consistent with the university mission through teaching, conducting research, and community service. This includes encouraging students to participate in community activities and working in partnership. 4) The leaders’ role involves the university having established new projects for community participation, and promoting researchers to transfer knowledge for the benefit of the community. 5) The students’ role involves students participating in the community activities. 6) The expectation of the professors is that the university should take the role as a leader and in providing learning resources, and use the technology to solve community problems. The students’ expectation was that graduates should use their knowledge in response to the needs of the community and society. 7) The challenges in social engagement faced by higher education are related to professors’ characteristics, lack of a major plan for the university, and lack of community faith. Most importantly, the university ideology needs to meet community’s goals.