A Curriculum Evaluation on Master Degree Program in Educational Administration (Revised Curriculum B.E. 2020) Vongchavalitkul University

Abstract

This research aims to (1) assess the Master of Education Program in Educational Administration in accordance with the CIPP Model framework and (2) investigate the development guidelines for the Master of Education Program in Educational Administration. The total number of participants was 163, including 15 full-time lecturers/instructors, 46 final-year Master of Education Program in Educational Administration students enrolled in the 2022 academic year, 70 alumni, and 32 graduates of the Master of Education Program in Educational Administration who graduated in the 2022 academic year. The research instruments consisted of semi-structured interview forms and questionnaires that were devised following a literature review and thoroughly validated for content. Content validity was evaluated by three specialists. The reliability of the questionnaire was 0.92, and the index of consistency (IOC) ranged from 0.67 to 1.00. The frequency, percentage, mean, and standard deviation were the statistical measures employed for data analysis. Interview documents were examined to assess qualitative data.

The research results reveals that the regular lecturers /instructors and alumni evaluated the appropriateness at a high level, while the current students evaluated the appropriateness at the highest level when the content was analyzed and presented descriptively. This scenario was the case in all four aspects: context, contextual aspect, process aspect, and output aspect. 2. The guidelines for curriculum development in four aspects are as follows: (1) Context aspect: Course content should be updated to reflect the current era in order to better prepare executives for the challenges of change. (2) Input component: It is recommended that students be encouraged to utilize modern instructional media, be provided with a learning support system, and be provided with new learning technologies. (3) The process aspect: It is imperative that all regular lecturers engage in the curriculum administration process, collaborate, and operate as a cohesive team. Activities should be organized to enhance English language proficiency, and a diverse array of teaching and learning methods should be implemented. An advisor system should be established to enable students to select advisors who are suitable and free. And (4) Output aspect: The teaching and learning management process should be enhanced to enhance student characteristics in terms of both academics and professional skills in educational administration.