Reflective Keys of Integrative Research Studies in a Graduate Design Management Program, Thailand
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Abstract
This research aims to investigate the keys of research learning based on advanced-case studies in the graduate Design, Business and Technology Management (DBTM) program, Thammasat University, Thailand. Specifically, these advanced case studies are previously completed theses selected to represent certain research typologies that reflect the program goals. The program takes a novel approach in motivating students to creatively pursue their own research questions by engaging them with in-depth group discussions, content presentations from academic and practitioner experts, authentic, project-based practices in collaboration with different private and public-sector stakeholders, and the advanced research case studies. The methodology of this paper follows a qualitative research approach that relies on Stufflebeam’s CIPP model consisting of context, input, process and product elements. Along with class activities, the context of programs and learning types are first explored in relation to class and research inputs from 7 advanced case studies (theses) that focus on different components of the DBTM program. Then, the process of using focus groups in the classes to provide the students with exposure to authentic research experiences, culminating in their own research proposal presentations is discussed. Each of the student’s research proposals must include elements of multi-context research and are evaluated by a faculty committee and external experts, based on the study themes of DBTM and learning types. Most students tend to focus more on design and business concepts in their research proposals with less emphasis on the technology and management fields. A reflective key of the case study approach is the learning of a combination of cognitive, meaning and connectivism concepts to improve research understanding. To support this pedagogical approach, class activities are delivered through a combination of short lectures, sharing discussions for meaning learning, and well-rounded literature review for connectivism learning. These key findings contribute directly to the sustainable development of the master’s curriculum in the Design, Business and Technology Management program.
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