Impacts of Internal Branding on Employee Brand Identification: A Perspective of Social Identity Theory
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Abstract
This research investigated the learning styles of Chinese international students at Thai universities and designed a corresponding learning model. Employing a mixed-methods approach, quantitative data were collected via questionnaires from 320 students, and qualitative data were gathered through interviews with 12 students. Quantitative data were analyzed using cross-tabulation and chi-square tests; qualitative data were analyzed using content analysis. Results revealed significant differences in the active-reflexive learning styles of male and female students: males exhibited a more active learning style, preferring group work and problem-solving activities, while females demonstrated a more reflexive style, favoring independent problem-solving and analytical thinking. Qualitative findings indicated that these students were highly motivated, patient, analytically inclined, and committed to self-directed learning through practical application and observation. Based on these findings, the proposed learning design guidelines for Chinese international students emphasize student-centered learning, practical application, collaborative activities, critical thinking, and collaborative reflection.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ลิขสิทธิ์ของบทความ
ผลงานที่ได้รับการตีพิมพ์ถือเป็นลิขสิทธิ์ของมหาวิทยาลัยหอการค้าไทย ห้ามมิให้นำเนื้อหา ทัศนะ หรือข้อคิดเห็นใด ๆ ของผลงานไปทำซ้ำ ดัดแปลง หรือเผยแพร่ ไม่ว่าทั้งหมดหรือบางส่วนโดยไม่ได้รับอนุญาตเป็นลายลักษณ์อักษรจากมหาวิทยาลัยหอการค้าไทยก่อน
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