The Project Management of Volunteer Graduates of Prince of Songkla University in Promoting Cultural Diversity in the Southern Border Provinces

Abstract

This study examines the project management process of volunteer initiatives led by graduate volunteers from Prince of Songkla University to promote cultural diversity in Thailand’s southern border provinces. The research employs the Project Management Theory (PMBOK), developed by the Project Management Institute (PMI), as the primary conceptual framework, supported by James A. Banks’ Dimensions of Multicultural Education.
A qualitative research methodology was applied, utilizing document analysis and fieldwork through in-depth interviews with six graduate volunteers who served between 2017 and 2024. Data were verified through triangulation and analyzed using descriptive analysis. The findings reveal five key stages in project management: 1) Initiation: Volunteers began by entering the community, adapting to new environments, and studying the local context. 2) Planning: Volunteers designed action plans based on insights from the initial community assessment. 3) Execution: Projects were implemented using a participatory approach through volunteer activities that promoted cultural diversity. 4) Monitoring and Evaluation: A variety of methods were used, such as community reflection forums and surveys, demonstrating that graduate volunteers served not only as technical project managers but also as intercultural facilitators who played a critical role in promoting peace, mutual understanding, and constructive coexistence in multicultural areas. 5) Closure: Projects were concluded with reporting and recommendations, offering a foundation for future initiatives by the university’s volunteer center and successive cohorts of graduate volunteers. Overall, the study reflects a model of human capital development in higher education that responds to contemporary social challenges through the lens of multicultural education.