DOI: 10.12982/CMUJASR.2014.0006 ASR: CMUJ of Social Sciences and Humanities (2014) Vol.1 No.1 83 Improving Personal Mastery Through a Nurturing Program for First Year Students at a Private University in Chiang Mai, Thailand Sirikorn Thapthong1*, Pakdeekul Ratana1, Pongsak Pankeaw2, Anchalee Jengjalearn3, and Komsak Meksamoot1 1College of Arts, Media and Technology, Chiang Mai University, Chiang Mai 50200, Thailand 2Faculty of Education, Chiang Mai University, Chiang Mai 50200, Thailand 3Faculty of Econmoics, Chiang Mai University, Chiang Mai 50200, Thailand *Corresponding author. E-mail: [email protected] ABSTracT tudent dropout rates during the first year of university are a problem Sglobally, and particularly in Thailand, where some research has highlighted dropout rates of up to 35%. This paper aims to tackle uni- versity dropout rates in the first year of university at a private university in Thailand. The paper argues that general education courses provide an ideal platform from which to launch a nurturing program aimed at cur- tailing student dropout rates. Two theories of personal mastery and mastery learning are investigated as potential approaches to designing a nurturing program that can be used to assist students in their transition from high school to university, and in turn reduce the chance of dropping out of university. Results show how the nurturing program was designed based on an investigation of classroom problems and discussions with experts. Example activities and lesson plans from the resulting mastery leaning nurturing program are shown, before introducing future work which will go a step further to analyze the effectiveness of this program. It is envisioned that this work could be built upon to improve students’ personal mastery and lifelong learning, which could eventually have effects on university dropout rates and wider society. Keywords: Personal mastery, Mastery learning, General education, Dialogue, Dropout rate 84 ASR: CMUJ of Social Sciences and Humanities (2014) Vol.1 No.1 INTRODUCTION realize or comprehend the effects on Background themselves and, in turn, on society Globally, the dropout rate of (Bridgeland et al., 2006). undergraduate students is particularly A potential solution to these significant between the first and dropout rates is to create adaptable second year of university; for exam- students who have a well-developed ple, a dropout rate of 33% in the sense of personal mastery and em- United Kingdom and a similarly high powerment. This could potentially dropout rate in the United States be achieved through effective general (Kingston, 2008; Barefoot, 2004). education courses. Programs in gen- This is a particular problem in Thai- eral education represent the most land, where research has shown drop- suitable mechanism to improve drop- out rates of up to 35%. Most literature out rates and the reasons why are dis- shows that high dropout rates arise cussed further in section 1.2. One way from individual and personal factors, to address dropout rates within the not from the university environment design of general education courses itself (Need & Jong, 2001; Lowe is through personal mastery, which is & Cook, 2003). The external envi- defined by Senge (1990) as the prac- ronment provided by the university tice of articulating a coherent image can, however, support students who of personal vision, complete with the cannot easily adapt themselves to new results an individual most wants to surroundings introduced through create in their life, alongside a realistic university study. Students face high assessment of the individuals’ current risks and problem behavior as they reality. Senge (1990) goes on to state are challenged by unfamiliar social, that this can produce innate tension academic and vocational aspects in that, when cultivated, can expand an their lives. Frequently, they do not individuals’ capacity to make more have the essential skills and abili- effective choices and to achieve more ties to reach social or personal goals. of their desired results. Additionally, students often cannot The aim of this paper is to develop reduce the gap between their needs a nurturing program to reduce student and current situation; tension emerges dropout rates by improving per- from study and examinations. The sonal mastery and student adapt- ultimate problem associated with the ability through a program within disconnect between students’ current the general education course. The situation and their eventual goal is research focuses on first-year students that some students, with low motiva- at a private university in Chiang Mai tion or low personal vision, withdraw Province, Thailand. Before consider- or dropout in the first year. Dropout ing the case study and methodology, rates are characterized by students it is necessary to outline what is meant who do not attend class regularly, do by general education and its impor- not complete homework and do not tance in undergraduate education, ASR: CMUJ of Social Sciences and Humanities (2014) Vol.1 No.1 85 especially in Thailand. mastery through a nurturing program. Thailand’s general education courses General education were influenced by higher education General education originated in in America. The courses built on two American universities with the objec- concepts related to the development tives of providing: of ideal humans with knowledge, (1) Knowledge and philosophies thought, skills, appropriate morality to new students through problems to and responsibility in work and society study. (Sinlarat, 2007). General education (2) An ability to perceive the in Thailand began in 1957 at Chu- difficulties of society, as well as the lalongkorn University. The ultimate knowledge of science influencing objective of general education courses human life. is, firstly, to create effective humans (3) An understanding of how to with responsibility and morality and, be effective human beings. secondly, with the appropriate voca- The curriculum of general edu- tional skills to gain employment cation is varied, and depends on the (Dronov & Knodakov, 2010). When mode of study and the particular these two parts blend, they promote definition being considered. One each other without conflict. In Thai- clear definition from Harvard Uni- land, the general education curric- versity (1945) analyzed and developed ulum is a single course, integrating a report about general education. content from the humanities, social “General education in a free society” is sciences, mathematics and sciences. In defined as education in which learners addition, the Thai Ministry of Educa- should have responsibility and be tion (Ministry of Education, 2005, p. effective human beings (Sinlarat, 25) defined the goal of general educa- 2007; Wehlburg, 2010). General tion as, “providing the student with education aims to develop learners deep understanding, broad vision, an as ideal citizens, with wisdom and understanding of themselves, others morality, in addition to their special and society, with rational thinking, education and training within speci- meaningful communication, morality fic fields. Today, employers demand and an understanding of Thai and that their employees use a broad set global culture”. Thailand should also of skills and have higher levels of be suitably prepared for the free trade learning and knowledge than in the associated with the ASEAN economic past in order to meet the increasingly community in 2015. General educa- complex demands they will face in tion is important in the preparation today’s society and workplace (Hart of students (Payap University, 2006). Research Associates, 2010). General As the aims of general education are Education can help to achieve this and in line with the philosophies of per- is considered the ideal subject from sonal mastery and reducing university which to develop students’ personal dropout rates, the general education 86 ASR: CMUJ of Social Sciences and Humanities (2014) Vol.1 No.1 course provides a useful and suitable METHODOLOGY platform from which to launch a The methodological approach nurturing program aimed at reducing utilizes two theories, personal mastery student dropout rates and increasing (as noted previously) and mastery personal mastery. This paper utilizes a learning. Despite sounding similar, case study at Payap University, located these are fundamentally different the- in northern Thailand, to develop ories. Personal mastery was a con- a nurturing program for first-year cept introduced by Senge (1990); students within the general education researchers tend to apply personal program. mastery to internal aspects of student development, in order to promote The case study: Payap University adaptation as individuals (personal Payap University, established in vision, holding creative tension, com- 1974, is a private institution founded mitment to the truth and using the by the Church of Christ in Thailand. subconscious). In contrast, mastery The university strives to adhere to its learning is a theory applied to provide motto "Truth and Service" by seeking high quality group-based instruction academic and moral excellence to and instructional strategies within the create understanding through truth curriculum that permits all learners to and an attitude of service to all. The be successful (Gentile & Lalley, 2003; philosophy of both Payap University Guskey, 2007, 2010). and General Education are in align- This research will utilize mastery ment in terms of preparing students to learning (ML) to develop