Medidas Provisionales

Yin (1989) defined a research design as, “the logical sequence that connects the empirical data to a study’s initial research questions and, ultimately, to its conclusions” (p. 28). Similarly, Bogdan and Biklen (1998) explained that “design” is used in research to refer to the researcher’s plan of how to proceed (p.49). This research project was not designed to be rigid

and driven by a single research technique. In this regard, Marshall and Rossman (1989) suggested that designing a qualitative approach requires “flexibilities in the overall research design so that site and sample selection can respond to increasingly refined research questions” (p. 26). In addition, qualitative researchers tend to avoid using ‘hypotheses to test or specific questions to answer. They believe that shaping the questions should be one of the products of data collection rather than assume a priori (Bogdan and Biklen, 2003, p. 49). This was true as I found that I had to change research questions during my fieldwork in Thailand. As Creswell (1998) explained that it is a part of the research process “to ‘reflect an increased understanding of the problem” (p. 19).

4.4.1 Data Sources (Institutional level)

The core strategy of this research was multiple case studies. As the general purpose of this research is to study ‘what’s going on?’ in regard to the internationalisation of higher education within Thailand, two Thai institutions which are offering international programs and have joint degree programs with Western universities at a master degree level were selected and were used as case studies. These two institutions were based in Bangkok and used the English language as the medium of instruction in their full-fee international programs in business and management and also provided special English language training programs for students. Both employed Thai and non-Thai (international) academic staff and accepted Thai and non-Thai (international) students.

The two institutions participating as case studies in this research study will be referred to as ‘Institution A’ and ‘Institution B’ in this study. Institution A is a private institution and Institution B is a self-funding independent college within a public university. Both institutions were well-know to both Thai and international students. They both offered business-related postgraduate programs where English was the sole medium of instruction either on a full-time or part-time basis. These degrees were run either on their own or in the cooperation with international partnerships from the United States, the United Kingdom, Sweden, Australia and neighbouring countries in the Asian region.

Maximizing what a researcher can learn from selected cases is the first priority (Stake, 1995). Hence, documentary evidence for each of participating institutions included international program brochures, leaflets, marketing material, website material, policy documents, course guides and handbooks, administrative reports, Faculty handbooks and related materials.

I was able to obtain required data from a targeted group of the designed study population and I was allowed to be in a classroom whilst questionnaires were being completed. Participants were able to ask for clarification on questions and I could use face-to-face interpersonal skills to encourage participants to complete them. At the end of the session, I personally collected all the questionnaires. However, some unclear questions led to inferior data. Where negative or critical responses were recorded, it proved difficult to arrange follow-up interviews as these respondents were reluctant to identify themselves. Language barriers were evident for both Thai and non-Thai students even though questionnaires were pre-tested. However, none of the students came from English speaking backgrounds.

Ethnographic data included interviews with various stakeholders: an assistant to the dean, the heads of the programs, the Graduate School Office for international programs, a course co- coordinator, Thai and non-Thai teaching staff in the program, program administrative staff and librarians. The researcher developed interview schedules with open-ended questions for various interviewees but students were the main focus of the study.

The interview schedule for Thai and non-Thai students explored areas such as general details of programs, an interviewee’s perception of international programs and quality assurance, institutional environment, interactions between classmates and the teaching staff. Questions and prompts were established based on findings discussed in the literature review chapter and were implemented in semi-structured interviews conducted in both Thai and English

I was actively involved in real-life situations and able to obtain the data of a ‘reality’ in real time. I also used interpersonal skills to encourage interviewees to talk freely especially when an informal environment was set. Some students made very interesting comments in the previous questionnaire session; however, I could not choose student participants for the interview sessions as they all were volunteers. It was also a time-consuming process and I was distracted from what I wanted to ask and observe. It was impossible to adequately anticipate issues and problems, which occurred during the interview sessions or predict which participant would be the best source of data. As Stake (1995) suggested ‘Selection of data sources can be left too much to chance. The people who happen to be there when we happen to be there are not likely to be the best sources of data’ (p. 56). The interviewees exhibited different personalities with respect to willingness to talk. In particular, some interviewees were reluctant to elaborate critical opinions.

Survey data was both Thai and non-Thai student questionnaires. Questionnaire surveys were used with sixty students who were taking an international program before in-depth interviewing so as to allow the researcher to gain general data of students’ perception about programs, attitudes, expectations, satisfaction and general perspectives.

4.4.2 Data Sources (National and international levels)

During the fieldwork, I also observed both institutions, inside and outside, without interrupting their normal operation. I sat down quietly at the back of the classroom observing the teaching and learning atmosphere of the class and interactions and behaviours of teaching staff and students and between students. However, as Stake (1995) suggested, ‘most educational case data gathering involves at least a small invasion of personal privacy’ (p. 57). The general environment of the institution and the international program section, classroom, staff room, staff-staff interaction, staff-student interaction and student-student interaction. Collection of documentary evidences prior to the conduct of fieldwork allowed me to refine research questions and develop survey instruments. Documents sometimes give data that the researcher cannot observe directly such as records of activity. However, institutions were reluctant to pass on confidential documents related to their programs especially about quality assurance issues. Some published documents current at the commencement of my project have since become dated but nonetheless useful in framing education policy issues.

Documentary evidence from the Ministry of University Affairs (MUA) included published Thai government policy on the internationalization of higher education and quality assurance statements, National Economic and Social Development Plans from 1992 onwards, Higher Education Development Plans, policy on quality assurance for higher education and various reports on higher education in general such as university profiles, performance, activities, etc.