title: The impact of autonomy on the effectiveness of universities in Thailand

authors: Panitcharoen, Pochara

abstract: Since the 1990s the Thai Government has worked to reform higher education to meet a need for greater effectiveness in public universities. Long established bureaucratic systems were judged to deliver an inappropriate administrative structure, therefore, the Government formulated policies and plans to push public universities to be more autonomous. However, the shift towards greater autonomy has potential benefits and drawbacks. The primary objective of this research is to examine the impact of autonomy on the effectiveness of Thai universities using an institutional theory perspective. The study adopts a qualitative, interpretivist methodology using a case study approach. Three Thai universities with distinctive backgrounds and at different stages of adopting an autonomous form were identified and chosen. The data was collected through a series of extensive, face-to-face semi-structured interviews with key senior members of each of the three case universities. Information was also collected from the Government sources, public information and from internal organisational records. 
The research findings indicated that the influences of institutional pressures play a significant role in how each university adopts an autonomous model. While autonomy has brought benefits to the universities in terms of flexibility, it also has brought some challenges. The autonomous model has increased the level of complexity within the universities in terms of structure and administrative process. The level to which the university achieves the Government missions varies depending on how well it can adapt to the autonomous model. Two out of three case studies, are able to effectively adapt to the autonomous model, achieve the Government missions at higher level, while the other that is struggling to adapt, achieves at lower level. Historical root, identity and leadership are important variables in determining such different outcomes in the case studies. The analysis of the case studies suggests that the meaning of effectiveness is shaped by institutional factors and that universal forms of structure and governance in every university may not be appropriate. 
This research concludes that rather than a focus on developing a standard autonomous form, the emphasis should be on standardisation of outcomes while allowing some measure of flexibility in how autonomy is interpreted in the structure and processes of each university.

text: The impact of autonomy on the effectiveness of universities in Thailand Since the 1990s the Thai Government has worked to reform higher education to meet a need for greater effectiveness in public universities. Long established bureaucratic systems were judged to deliver an inappropriate administrative structure, therefore, the Government formulated policies and plans to push public universities to be more autonomous. However, the shift towards greater autonomy has potential benefits and drawbacks. The primary objective of this research is to examine the impact of autonomy on the effectiveness of Thai universities using an institutional theory perspective. The study adopts a qualitative, interpretivist methodology using a case study approach. Three Thai universities with distinctive backgrounds and at different stages of adopting an autonomous form were identified and chosen. The data was collected through a series of extensive, face-to-face semi-structured interviews with key senior members of each of the three case universities. Information was also collected from the Government sources, public information and from internal organisational records. 
The research findings indicated that the influences of institutional pressures play a significant role in how each university adopts an autonomous model. While autonomy has brought benefits to the universities in terms of flexibility, it also has brought some challenges. The autonomous model has increased the level of complexity within the universities in terms of structure and administrative process. The level to which the university achieves the Government missions varies depending on how well it can adapt to the autonomous model. Two out of three case studies, are able to effectively adapt to the autonomous model, achieve the Government missions at higher level, while the other that is struggling to adapt, achieves at lower level. Historical root, identity and leadership are important variables in determining such different outcomes in the case studies. The analysis of the case studies suggests that the meaning of effectiveness is shaped by institutional factors and that universal forms of structure and governance in every university may not be appropriate. 
This research concludes that rather than a focus on developing a standard autonomous form, the emphasis should be on standardisation of outcomes while allowing some measure of flexibility in how autonomy is interpreted in the structure and processes of each university.

year: 2017

title: Investigating the transparency of language for place value understanding: Comparing indigenous Southern African languages and European-based languages

authors: Larkin, K.

subjects: place value

abstract: In this article we investigate the transparency of language in learning place value in either a Southern African indigenous language (isiXhosa, Setswana, Oshiwambo or Emakhuwa) or a European-based language (Afrikaans, English, German or Portuguese). Since language is a key mediator in developing place value understanding, it is important to investigate the ways in which the transparency of various languages may impact place value learning. A review of pertinent literature and an analysis of literal translations of number words (to thousands) of our eight languages lead us to the conclusion that Southern African indigenous languages are more accessible in their meaning, in relation to place value, than the four European-based languages spoken in Southern Africa, which we analysed. We identified two key advantages in the indigenous languages: (i) there was transparency of the ‘places’ in how numbers are named; and (ii) there was logical alignment between the spoken and symbolic representation of numbers. Despite this, many Southern African learners learn mathematics in English, Afrikaans or Portuguese even though this is not their home language (L1). This means that many learners are denied access to the transparency of the place value concepts that exist in their L1 and must manage learning place value, not only in a yet to be learned ‘foreign’ language, but also in one where they must learn to decode the idiosyncratic ‘irregularities’ of the way those languages name numbers. We conclude this article by discussing the implications of these findings for the teaching of place value in Southern African classrooms, in which indigenous learners are often learning in a European-based language that is not their L1.

text: Investigating the transparency of language for place value understanding: Comparing indigenous Southern African languages and European-based languages In this article we investigate the transparency of language in learning place value in either a Southern African indigenous language (isiXhosa, Setswana, Oshiwambo or Emakhuwa) or a European-based language (Afrikaans, English, German or Portuguese). Since language is a key mediator in developing place value understanding, it is important to investigate the ways in which the transparency of various languages may impact place value learning. A review of pertinent literature and an analysis of literal translations of number words (to thousands) of our eight languages lead us to the conclusion that Southern African indigenous languages are more accessible in their meaning, in relation to place value, than the four European-based languages spoken in Southern Africa, which we analysed. We identified two key advantages in the indigenous languages: (i) there was transparency of the ‘places’ in how numbers are named; and (ii) there was logical alignment between the spoken and symbolic representation of numbers. Despite this, many Southern African learners learn mathematics in English, Afrikaans or Portuguese even though this is not their home language (L1). This means that many learners are denied access to the transparency of the place value concepts that exist in their L1 and must manage learning place value, not only in a yet to be learned ‘foreign’ language, but also in one where they must learn to decode the idiosyncratic ‘irregularities’ of the way those languages name numbers. We conclude this article by discussing the implications of these findings for the teaching of place value in Southern African classrooms, in which indigenous learners are often learning in a European-based language that is not their L1.

year: 2025

title: "More than bloods and obs" - Whānau Māori discuss health and hospital care

authors: Masters-Awatere, Bridgette

abstract: The impact of colonisation on Māori, the Indigenous people of Aotearoa New Zealand, combined with negative interactions with health workers, has contributed to insufficient resources and reduced access to primary health care. The purpose of this report is to share narratives of whānau Māori who have experienced a child’s hospital admission in order to highlight the common aspects (good and bad) of their stay at Waikato Hospital. The overarching aim of the Harti Hauora Tamariki (HHT) tool trial, within which this report is located, is to demonstrate the measurable impact of a developed screening tool (referred to throughout as the Harti tool). The Harti tool is a comprehensive approach to assessing and addressing holistic health needs for hospitalised children and their whānau. Our recruitment strategy gave priority to those whose kōrero would capture the realities of those living in situations of few resources. This report presents findings from conversational interviews with whānau of tamariki Māori admitted to the paediatrics ward of Waikato Hospital. We have purposefully presented the interview findings as narratives to allow the reader to engage in their own interpretation of commonalities of experiences. Each case study follows the same format: an overview, their hospital experience, and their description of everyday health. Across all the cases, similarities of experience emerge; financial stressors and strain; hunger and isolation; concern for their child(ren); and families that are actively engaged in caring for their children’s health and well-being. The Harti tool, when administered by a culturally competent Harti Research Assistant (Harti RA), appears to work to counteract previous alienating experiences. Being treated with dignity, respect and value had a positive impact. Participants spoke at length regarding how wonderful it was to be able to engage with the Harti RA’s as Māori and in a culturally appropriate way.

text: "More than bloods and obs" - Whānau Māori discuss health and hospital care The impact of colonisation on Māori, the Indigenous people of Aotearoa New Zealand, combined with negative interactions with health workers, has contributed to insufficient resources and reduced access to primary health care. The purpose of this report is to share narratives of whānau Māori who have experienced a child’s hospital admission in order to highlight the common aspects (good and bad) of their stay at Waikato Hospital. The overarching aim of the Harti Hauora Tamariki (HHT) tool trial, within which this report is located, is to demonstrate the measurable impact of a developed screening tool (referred to throughout as the Harti tool). The Harti tool is a comprehensive approach to assessing and addressing holistic health needs for hospitalised children and their whānau. Our recruitment strategy gave priority to those whose kōrero would capture the realities of those living in situations of few resources. This report presents findings from conversational interviews with whānau of tamariki Māori admitted to the paediatrics ward of Waikato Hospital. We have purposefully presented the interview findings as narratives to allow the reader to engage in their own interpretation of commonalities of experiences. Each case study follows the same format: an overview, their hospital experience, and their description of everyday health. Across all the cases, similarities of experience emerge; financial stressors and strain; hunger and isolation; concern for their child(ren); and families that are actively engaged in caring for their children’s health and well-being. The Harti tool, when administered by a culturally competent Harti Research Assistant (Harti RA), appears to work to counteract previous alienating experiences. Being treated with dignity, respect and value had a positive impact. Participants spoke at length regarding how wonderful it was to be able to engage with the Harti RA’s as Māori and in a culturally appropriate way.

year: 2019