Stakeholder Needs and Expected Learning Outcomes: An Analysis of a Bachelor of Arts in English Program

Abstract

Background and Objectives: Maejo University offers a Bachelor of Arts in English, and the program is subject to a five-year revision cycle. As part of the curriculum development process, we recognize the significance that developing an effective curriculum has for stakeholders. A well-conducted needs analysis, including different stakeholder groups, is believed to lead to well-articulated Expected Learning Outcomes (ELOs). Therefore, this study incorporates stakeholders, as identified by ASEAN University Network – Quality Assurance (AUN-QA), to investigate their English language learning needs and to develop the ELOs of the program and its respective English courses.

Methodology: The study employed a qualitative approach, utilizing focus group discussions with 76 participants who were selected through purposive sampling. Participants comprised first-year students of the program, alumni, employers, university teachers, and university administrators. The analysis involved coding the data based on themes derived from the focus group discussions. To ensure trustworthiness, these themes were identified, refined, and then coded through a careful examination of the participants’ responses by two researchers. HyperRESEARCH 4.5.4 was used to both unveil the English learning needs for a Bachelor of Arts in English and calculate their frequency.

Main Results: The findings led to a redesign of ELOs. The curriculum was redesigned to equip the students with more listening and speaking courses. The redesign included the addition of linguistics and literature courses, which are viewed as a foundation for developing language skills. Technology in translation courses was incorporated into the new curriculum. Literature courses were revised to help the students better understand Western cultures. Additional languages such as Japanese and Mandarin, for students who wish to work in the service industry, remain part of the curriculum. Soft skills such as service mindedness, confidence, and promoting lifelong learning have also been incorporated as ELOs for the program.  

Discussions: The study highlights the refinement of ELOs for the BA in English program. Both hard and soft skills that are required for success in the program were based on stakeholder’s professed insight and needs for higher education level English learning. The findings suggest that common ground exists among stakeholder groups regarding their perceptions of the importance of oral English communication in the workplace and the value of additional languages for service industry careers. The study also discusses the integration of soft skills, such as leadership, teamwork, and lifelong learning, as they are necessary for working life and help articulate the vision of the university.

Conclusions: The study provides empirical evidence from a stakeholder-driven needs analysis to inform the curriculum development of a BA in English program. The study emphasizes that curriculum design is an ongoing process that responds to the changing needs of teaching and learning in higher education.  It is evident that the stakeholders in this study prioritized English speaking and listening skills as well as communicative competencies. Additionally, literature and linguistics courses were acknowledged as a foundation for language development.  Soft skills such as lifelong learning, teamwork, and service-mindedness were also found to be essential for both work and study.