Chulalongkorn University Theses and Dissertations (Chula ETD)
Other Title (Parallel Title in Other Language of ETD)
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Year (A.D.)
2023
Document Type
Thesis
First Advisor
Arunee Hongsiriwat
Faculty/College
Faculty of Education (คณะครุศาสตร์)
Department (if any)
Department of Educational Policy, Management, and Leadership (ภาควิชานโยบาย การจัดการและความเป็นผู้นำทางการศึกษา)
Degree Name
Master of Education
Degree Level
Master's Degree
Degree Discipline
Higher Education
DOI
10.58837/CHULA.THE.2023.372
Abstract
This research aims to develop a T-shaped professional framework to enhance the employability of Cambodian undergraduate students in the 21st century by addressing the need for both deep knowledge and mastery competencies to meet the evolving demands of the global job market. The sample 1) consisted of three HR professionals involved in recruiting staff from one international business firm, one NGO, and local private firm, along with two experts ; a Cambodian lecturer and an Educational Officer from the Department of Education in Australia; 2) 172 third- and fourth-year students from the Faculty of Language Arts, the Faculty of Management, and the Faculty of Banking and Accounting at two private universities and one state university were selected; 3) Eight experts participated, including five from Cambodia, one from the United States, one from Pakistan, and one from the Department of Education in Australia. The research instruments included document analysis, interviews, surveys, and instructional guideline validation forms. The findings were as followed: 1) Employers' Perspective reveal that desirable T-Shaped Professional component include 13 breadth skills—communication, teamwork, critical thinking, talent, determination, loyalty, open mindset, initiative, creativity, flexibility, problem-solving, technology, and networking—and one expertise (hard skill). 2) The survey of 172 participants revealed that Cambodian undergraduate students s showed moderate proficiency in 13 soft skills, with mean scores from 2.90 to 3.40. Communication skills ranked highest(X ̅ =3.40, SD=0.30), followed by teamwork (X ̅ =3.30, SD=0.30), and open mind (X ̅ =3.30 to 3.20). Other skills had moderate scores around 3.00, while technology, networking, talent, determination, and loyalty scored 2.90 (SD=0.30). 3)The instructional guidelines such work-integrated learning, project-based learning, problem-based learning, service learning, community service, undergraduate, research, and other activities (study abroad and volunteer) was prosed for validation with 8 experts. Expert validation of instructional components showed high levels of agreement, particularly in the instructional framework rationale (x ̄ = 4.60, SD. = 0.50) and objectives (x ̄ = 4.80, SD. = 0.50). Work-integrated learning, both in-class and outside, project-based, problem-based learning, and service-learning components also rated highly, with undergraduate research for students achieving the highest agreement (x ̄ = 4.90, SD. = 0.40). Other activities like study abroad and volunteering demonstrated similar high agreement levels. These findings underscore the instructional framework's effectiveness across various learning contexts.
Other Abstract (Other language abstract of ETD)
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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Chhoeung, Sokhoeum, "Development of T-Shaped Professional Framework for Enhancing Students’ Employability in 21st Century: Case Study of Cambodian Undergraduate Students" (2023). Chulalongkorn University Theses and Dissertations (Chula ETD). 12194.
https://digital.car.chula.ac.th/chulaetd/12194
