All participants emphasise the important role of universities, stating that staff should follow university policies, and that those policies should be developed in accordance with Thai government policies. Participants pointed out that since Thai public universities receive government subsidies, they have an obligation to contribute to national prosperity, which in theory, should include prosperity for people with disabilities. As stated in the literature review, most Thai universities are public so their websites fall under government policy. For example , participants stated:
The administrative system of the Thai civil service is top-down management. This means the government needs to have a policy before the ministry-level takes over. Hence, first of all, the government needs to have a policy then the university will be able to take over at a later stage. Within the university, all personnel in the university need to participate in producing web accessible resources. The Office of Academic Resources and Information Technology is responsible for the university’s website. The Public Relations Department is responsible for the production and maintenance of the faculty’s website corresponding to the university’s policy. Lecturers and tutors are responsible for e-learning (S767).
And:
This should start from the government, the ministry, the Office of the Higher Education Commission (OHEC) as well as the university’s management team. ollowing their policies, staff will be able to start working [on web accessibility]. The agency that is responsible for the university’s website is the Office of Academic Resources and Information Technology. In the faculty, the relevant agency is the Public Relations Department. Those responsible for e-learning are lecturers and tutors in respective subjects (S165).
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The government needs to regard web accessibility as important. There needs to be policy and action plans. Then subordinate organisations and agencies will follow the government. At the level of the university, there needs to be a policy and the Office of Academic Resources and Information Technology should act as the main host/actor in the project of creating web accessibility. At the same time, lecturers and students should provide feedback after the project is completed (L628).
In particular, the Thai government agencies are more likely to be seen as external key actors, while the university executive teams are the inner key actors for effective interpretation and implementation of government policy. It is noted that most Thai universities are government agencies which are top-down in management and therefore in terms of the Thai government especially, OHEC (Office of the Higher Education Commission) should be the key stakeholder to promote wider adoption of accessible website design in both public and private sectors. The Thai government passed the National Education Act 1999 in order to support the equality of educational opportunity for all Thais, including those with disabilities, though the requirements of this act does not seem to be met by a number of universities in this study that do not allow students with disabilities into some of their courses. Moreover, the Thai Web Content Accessibility Guidelines (TWCAG) were launched in 2008 (Office of the Ministry of Education, 1999; Office of the Ministry of Information Communication Technology, 2008) though again, there seems to be little or no awareness of these guidelines and how they pertain to the development of Thai university websites and e-learning materials.
However, several participants believed that all staff in their university should work together in terms of accessibility projects, with one web staff member indicating that:
Staff and the executives should cooperate. Lecturers and tutors are not involved in the development of the university’s website. Some tutors develop e-learning materials themselves but those are in a minority because normally there are staff who help tutors to produce e- learning materials. Thus I believe that the staff and executives should be the main people who are directly responsible for this project. In a university, the main department directly responsible is the Office of Academic Resources and Information Technology. However, the university needs
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to have a policy to create accessible online materials first. Then the staff are ready to work in response to the policy. At present, there is no such policy (W689).
Several participants emphasised the need for effective stakeholder engagement in the university and that all university staff and agencies should work together to improve the level of accessibility of online materials. In particular, the Office of Academic Resource Center / the Office of Academic Resources and Information Technology in Thai universities should be highlighted as the key actor for within this process.
Question: As an executive/a web staff member/senior manager, how do you stimulate/encourage/ support the university’s website to become more accessibility?
Participants highlighted the need to raise awareness about web accessibility in their institutions. Participants proposed a field trip and activities addressing web accessibility as solutions to raise awareness. For example:
It starts from the executive study visit. This kind of visit will make executives realise the
importance of web accessibility. Then the executives will regard the issue as important and determine web accessibility in the university’s policy. At present, such a thing has not happened. Afterwards, continuous promotion of the idea is to be conducted. Promoting the project is a way of spreading the concept to all members of the university. Other types of activities may also be conducted in the university, for instance, a university-wide faculty or department website contest with a prize. Various events may be used to remind and promote the project (S165).
And:
There should be a contest for the accessibility of university websites in Thailand, as nowadays, university websites are being ranked using backlinks as one of the indicators. Alternatively, relevant associations for people with disabilities should hold various contests, for example, the Association of the Blind might hold a web accessibility competition. I expect that there will be several interested parties participating in such a project (W689).
The proposals to develop awareness raising activities and drive home the importance of web accessibility to university staff members is likely to be positive for the development of web accessibility in Thai universities, or at
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least create a starting point. This is consistent with the findings of Yeliz Yesilada et al. (2012), where the lack of proper promotion of the benefits of accessibility in the web community was identified as one of the challenges of accessibility uptake. The authors also found that one of the motivations was to inform stakeholders how web accessibility benefits everyone.
Another suggestion made by all participants was the integration of web accessibility into educational policies, especially the National Quality Assessment (the Office for National Education Standards and Quality Assessment, 2014). The passage below encapsulates the views on web accessibility and educational policies of one senior manager:
All universities are required to be certified ‘Excellent’ in the external quality assessment by The Office for National Education and Quality Standards Assessment (ONESQA). The ONESQA has a set of Key Performance Indicators (KPIs). If the ONESQA included web accessibility as one of their KPIs, the university will then be required to create web accessibility in order to pass the assessment (L268).
And:
The university needs to have a policy on web accessibility first. At this time, the university still lacks policies and facilities for students with disabilities, such as walkways, ramps and lifts. Once the policy has been determined, web accessibility is to be one of the KPIs for internal quality inspection within the university. Hence, all departments and agencies in the university need to have web accessibility in order to pass the quality assessment…If the executives of the university regard web accessibility as important, web accessibility can be included in the KPI for the internal quality assessment of the university. This is the easiest way for the project to emerge (S865).
Thus, an attempt to introduce web accessibility in the National Quality Assessment of ONESQA is likely to raise the accessibility of university websites, or at the very least, to spur the development of processes to start working on accessibility outcomes. This is supported by Sections 47-51 in the National Education Act (1999), which requires all Thai educational institutions to include internal and external quality assurance (Office of the Ministry of Education,
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1999). If web accessibility is part of the KPIs of those assessments, universities will be committed to deliver accessible web content.
However, some participants were concerned with the lack of demand for web accessibility in the university, so they suggested other solutions, such as an alternative version or placing web accessibility into the remit of special institutions. For example:
The concept rather contrasts web accessibility against website attractiveness. It is rather difficult to balance the two. Hence I suggest creating web accessibility in an alternative version, similar to a website having two languages (English and Thai). In this case, a website is to have two versions, an ordinary version and another version for people with disabilities. This will, arguably, combine the two harmoniously (S767).
And:
From another perspective, web accessibility should be done in certain areas/places such as schools for people with disabilities. These are schools that are built especially for students with disabilities. If web accessibility is created in such institutions, I believe that is worth the investment (L174).
Some participants believed that web accessibility is costly and not worthwhile so that they suggest developing accessible websites in an alternative version or specific place, a view that is not really in keeping with the concept of the web for all.
Whilst some participants earlier reported that they would have no issue implementing the requirements of the TWCAG, others indicated that the TWCAG 2010 seemed difficult to understand and the requirements were likely to be confusing in practice. They then suggested that editors should rewrite it to include more explanations and provide illustrations within a new, revised version. As one senior manager commented:
Moreover, the guideline is also important. WCAG is in English, which is difficult for Thais to understand. Looking at TWCAG, which is in Thai, there are some technical terms that make it even harder to understand. I would like to suggest that a guideline should be in Thai. It should
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have illustrations and English terms in brackets. This would make readers able to study web accessibility by themselves. This is one of the ways that can help reduce the training budget of the university (S767).
Similarly, one lecturer points out:
The Thai version of WCAG is TWCAG which is very difficult to understand as it has been translated from its English version. or instance the word ‘Auto-update’ does not give an instantly-understandable translation. It is like reading a legal document that needs interpretation. Personally, I don’t think a guideline needs to be written in a very legal or technical form. A guideline with texts and illustrations will make readers understand the concept of web accessibility and they can find more information at a later stage (L268).
Some participants reported difficulty in understanding or interpreting the TWCAG guidelines which could results in a poor compliance rate. It is implied that some accessibility requirements do not always translate into other languages very well. To address issues with interpretation of accessibility guidelines, some organisations provide accessibility documents which are simplified and easier to understand for developers who have little experience and background in accessibility, such as the example of Easy Checks (World Wide Web Consortium, 2014a) and the New Zealand Government Web Toolkit (Department of Internal Affairs New Zealand, 2013). Hence, making the TWCAG more understandable could possibly elicit greater attention of Thai web developers and lead to increasing their knowledge of accessibility practices.