The Curriculum Evaluation on Bachelor of Arts Program in Japanese, Faculty of Humanities and Social Sciences, Burapha University

Abstract

The purpose of this research was to evaluate the 2016 curriculum of Japanese program and to examine a curriculum development model based on the principles of Stufflebeam’s CIPP Evaluation Model in four areas: context, input, process, and product. The samples in this study comprised 84 graduate students, current undergraduate students, graduate students’ employers, and lecturers. Data were collected in 2019.The tool applied in this study was an online assessment form of the employers satisfaction for graduate students(α = .96 ) and of teachers, graduate students and current students (α = .98 ). The results yielded from the study were as follows: 1) Context Evaluation: the program’s objectives, structure, and course content were rated as highly appropriate. It was yet suggested that the content in some courses should be reconstructed, the content-overlapping courses should be merged, and internship-based courses and interdisciplinary courses should be further included in the curriculum. 2) Input Evaluation: the results showed that the qualification of students and the process of selection were appropriate, the qualification of lecturers was highly rated, and the learning environment and learning facilities were applicable and adequate. 3) Process Evaluation: the samples exhibited that the teaching management and the evaluation and assessment process were highly appropriate. 4) Product Evaluation: the graduate students’ employers expressed high satisfaction on graduates’ work performance and qualification. It was also suggested that a collaboration with private sectors facilitating internship program should be established so as to develop and strengthen students’ skills and experience prior to their employment. The suggested guidelines for the next curriculum development are such as reducing courses with overlapping content and modernize subjects, adjusting courses that focus on internships or integrated learning, and providing courses that encourage self-studying learning among students.