Curriculum Evaluation as a Guideline for Developing Needs-based Training Curricula under the New Generation Graduate Program: A case study of the Clean Food Good Health and Wellness Tourism program

Abstract

The purposes of this research article were 1) to study the results of the course implementation; and 2) to study the curriculum evaluation results as a guideline for developing training curricula based on the needs of the New Generation Graduate Program. A mixed-methods research approach was used, including: 1) quantitative research to study the performance of the curriculum in three areas, using a purposive sample of 40 students in the program. A questionnaire with a quality assurance α = 0.95 was used as the research instrument. Statistics used to analyze data were frequency, percentage, mean, and standard deviation; 2) qualitative research to study the evaluation of the curriculum in terms of context, inputs, processes, and outputs. All four areas were evaluated using Stufflebeam's CIPP Model. The target group consisted of 12 experts and specialists in curriculum development, educational quality evaluation, tourism, and the New Generation Graduate Program model. Interviews were used as the research instrument, and descriptive data analysis was performed. The research findings revealed that 1) the overall effectiveness of the curriculum in terms of teaching and learning management had the highest score ( = 4.84, SD = .283). The curriculum structure aspect had the highest average score. The overall learning achievement in all aspects had the highest score ( = 4.72, SD = .444), with knowledge and understanding in the creative food studies subject area having the highest average score. Overall satisfaction with the curriculum was also the highest ( = 4.84, SD = .388) in all aspects. The appropriateness of teaching and learning and activities also had the highest average score; 2) the evaluation of the curriculum in all four aspects, assessed by experts and specialists, was deemed highly appropriate and consistent in all aspects. Suggestions included adding individual Business Model Canvas content for curriculum context; for input factors, focusing on the tourism industry as the target group; for process factors, adding clearer evaluation tools; and for curriculum output factors, encouraging creativity using specified raw materials. In conclusion, the curriculum can be continuously implemented according to its principles and key components, leading to career advancement.