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: Mapping the Geographical and Literary Boundaries of Los Angeles: A Real and Imagined City

authors: Granville, Scott

subjects: Los Angeles

abstract: In Los Angeles, the influence of Hollywood and the film industry, combined with a non-stop barrage of media images, has blurred the line between the real and imaged.  The literature reveals a city exploding with cultural, racial and social differences, making Los Angeles a confusing and alienating place. The literature of Los Angeles reflects the changing face of the city. Los Angeles was always a city with a promising future, economic booms and optimism seemed to suggest that here was a place where the American Dream really could come true. Thousands travelled west in search of sunshine, oranges and a life that formerly, they could only dream of having. Yet, the literature of Los Angeles has highlighted the city's actual history together with a realization of undercurrents of violence, prejudice, depression and shattered dreams.  The past, present and future is used to reveal a city that is in stark opposition to the Los Angeles, waves of immigrants came to find.  
This thesis explores the idea of the dreamer coming west to Los Angeles within the literature and the variety of ways in the travellers' romantic notions of Los Angeles as a city of promise, is betrayed, leaving a desperate people in its wake.  The literature shows that beneath the shiny surface of a city founded on sunshine and prosperity, corruption reached all levels of society and the 'mean streets' abound.
	Later, influenced by an overwhelming feeling of powerlessness caused by Post-war nuclear depression, McCarthyism, loss of identity, and living in a city fragmented by racial tension and an ever growing gap between the very rich and the very poor, the literature of Los Angeles reflects not only the fears of that city, but of American society as a whole.  The collision of technology, rapid progression and population explosion turned Los Angeles into a disconnected city, where the real and imagined merge in a cityscape that demonstrates a conflicting combination of historical replication, original design and movie-set inspiration.  Nothing is ever what it appears to be in Los Angeles.

text: Mapping the Geographical and Literary Boundaries of Los Angeles: A Real and Imagined City In Los Angeles, the influence of Hollywood and the film industry, combined with a non-stop barrage of media images, has blurred the line between the real and imaged.  The literature reveals a city exploding with cultural, racial and social differences, making Los Angeles a confusing and alienating place. The literature of Los Angeles reflects the changing face of the city. Los Angeles was always a city with a promising future, economic booms and optimism seemed to suggest that here was a place where the American Dream really could come true. Thousands travelled west in search of sunshine, oranges and a life that formerly, they could only dream of having. Yet, the literature of Los Angeles has highlighted the city's actual history together with a realization of undercurrents of violence, prejudice, depression and shattered dreams.  The past, present and future is used to reveal a city that is in stark opposition to the Los Angeles, waves of immigrants came to find.  
This thesis explores the idea of the dreamer coming west to Los Angeles within the literature and the variety of ways in the travellers' romantic notions of Los Angeles as a city of promise, is betrayed, leaving a desperate people in its wake.  The literature shows that beneath the shiny surface of a city founded on sunshine and prosperity, corruption reached all levels of society and the 'mean streets' abound.
	Later, influenced by an overwhelming feeling of powerlessness caused by Post-war nuclear depression, McCarthyism, loss of identity, and living in a city fragmented by racial tension and an ever growing gap between the very rich and the very poor, the literature of Los Angeles reflects not only the fears of that city, but of American society as a whole.  The collision of technology, rapid progression and population explosion turned Los Angeles into a disconnected city, where the real and imagined merge in a cityscape that demonstrates a conflicting combination of historical replication, original design and movie-set inspiration.  Nothing is ever what it appears to be in Los Angeles.

year: 2007

title: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations

authors: Moeke-Pickering, Taima Materangatira

subjects: Indigenous Education

abstract: This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

text: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

year: 2010