แนวทางการจัดการศึกษาเพื่อส่งเสริมอัตลักษณ์ของพระนิสิตนักศึกษาในสถาบันอุดมศึกษาของสงฆ์ จังหวัดเชียงใหม่

Abstract

The objectives of this research were 1) to study the students' identity in the Higher Education Institutions of Monks, Chiang Mai Province, and 2) To study the educational management guidelines for the students’ identity development in the Higher Education Institutions of Monks, Chiang Mai Province. This study was a qualitative research. Interview was used as a research instrument to collect data from 3 senior executives of Mahachulalongkornrajavidyalaya University, Chiang Mai Campus, and 3 from Mahamakut Buddhist University Lanna Campus. In addition, the research also had a questionnaire collected from 100 students in the Higher Education Institutions of Monks, Chiang Mai Province. The quantitative data were analyzed by percentage, mean, standard deviation, and the qualitative data were analyzed using the expository method. The results of the research were as follows: 1) There were six identities of the students of the Higher Education Institutions of Monks, Chiang Mai Province as follows: 1) Respectable, 2) Knowledgeable, 3) Leadership, 4) Volunteering, 5) Self-development, and 6) Community and social development. 2) Educational management guidelines for the students identity development in the Higher Education Institutions of Monks, Chiang Mai Province indicated that: 2.1) The level of the students identity development in the Higher Education Institutions of Monks, Chiang Mai Province, who went through the 6 educational management processes as follows: 1) Instructor aspect, 2) Course aspect, 3) Teaching method aspect, 4) Teaching and learning media aspect, 5) Education place and ambience aspect, 6) Activities of the monks aspect. All 6 aspects had a very good overall average for promoting the practical level. 2.2) Educational management guidelines for the students’ identity development in the Higher Education Institutions of Monks, Chiang Mai Province had the following guidelines. 1) Develop teachers to have knowledge and understanding of university identity and to have morality, ethics, and to be a good role model. 2) Curriculum design that focuses on introspection practice and social change that can sustain themselves in society with values. 3) Learning management focuses on teaching knowledge and virtue that can be used for practical purposes. 4) Innovative teaching and learning focused on digital media and online search to promote digital citizenship. 5) Arrangement of places and ambience to focus on building a learning park and linking learning from real phenomena. 6) Organizing learning activities focusing on characteristics of social responsibility and public citizenship according to the concept of Buddhism.