An Interpretative Phenomenological Analysis of Mobility Curriculum in a Thai Regional University: Challenges and Guidelines for Practice
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Abstract
This article presents the results of a qualitative study which adopted the Interpretative Phenomenological Analysis approach. The mobility curriculum operated by a Thai regional university was the phenomenon under investigation. Regional universities are universities that are located in various regions throughout the country. They typically are geographically focused, i.e., they are situated near local students and aim to distribute educational opportunities and improve the quality of life in those areas. The study aimed to examine problems and challenges currently encountered by the mobility curriculum of a regional university; to explore the desirable conditions of a mobility curriculum; and to develop guidelines for administering a mobility curriculum. Data were collected through focus group discussion of 17 participants from the home and the host universities, and through document analysis. Thematic analysis was adopted. Results of the study identified 3 challenges: (1) the home university itself; (2) the mobility students; and (3) cross-border regulations. The desirable conditions are flexibility and simplicity of decision-making and regulations related to documentation. The study further indicates that supporting staff needs to be experienced in international affairs and able to perform job rotation, while the timeframe for all activities related to the mobility curriculum must match international timeframe. The results were developed into 4-principle guidelines for mobility curriculum practices in a regional university, which include flexibility, internationalization, communication, and partnership.
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