A Curriculum Evaluation of Doctor of Philosophy in uddhist Psychology, Revised Edition 2017, Mahachulalongkornrajavidyalaya University

Abstract

The objectives of this study were 1) to evaluate the Doctor of Philosophy curriculum in Buddhist Psychology, revised edition 2017, and 2) to study the guidelines for curriculum development and improvement by using the CIPP evaluation model of Danial L. Stuffle Beam. This quantitative research focused on 4 dimensions: context, input, process, and product. Data were collected by examining curriculum documents, inquiring and interviewing the opinions of those related to the use of the curriculum from 4 target groups: 20 experts, 5 full-time instructors, 18 graduate users, and 69 students. The results revealed that the overall curriculum evaluation was high. When considering each aspect, it was found that the average score of the context was 0.75 – 0.95; the input evaluation was at a high level. Also, the overall process evaluation in the context, learning and teaching processes, and curriculum administration process was at the highest level. Moreover, when each item was considered, the overall evaluation of instructor administration, development, and learning support was high. In addition, the overall productivity evaluation was at the highest level, and the average score of the overall students’ opinions was high. The analysis results of curriculum structure (1.1 and 2.1), courses in general, and courses in each aspect were at the highest level.