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All Journal International Journal of Evaluation and Research in Education (IJERE) IJIE
Limna, Pongsakorn
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Education

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Early childhood social-emotional development: an impact on a developing country Rafiyya, Aishath; Kraiwanit, Tanpat; Limna, Pongsakorn; Sonsuphap, Rattaphong; Kasrisom, Arnon; Snongtaweeporn, Teeradej
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29462

Abstract

Early childhood social-emotional development profoundly shapes a child's well-being and future success. This study explains how legislative and regulatory strategies and policies regarding early childhood social-emotional development impact a developing country, specifically focusing on Thailand. Using a qualitative approach, in-depth interviews with 12 key informants in Thailand were conducted via purposive sampling. Data analysis involved documentary and content analyses. The study unveiled critical policies and strategies to support early childhood social-emotional development. These encompass early childhood education and care programs, enhanced professional development and support for educators, increased family engagement, accessible mental health support, and robust assessment and monitoring systems. Social-emotional development carries substantial economic implications, affecting education, workforce productivity, healthcare, crime rates, and overall societal well-being. Effective early childhood social-emotional development policies and strategies can boost children's well-being and future success. Therefore, investing in early childhood education and care programs, improving professional development for educators, fostering family involvement, offering mental health support, and implementing vigilant assessment and monitoring systems can empower young children to thrive in the short and long term.
Marketing Mix (4Cs) Affecting Decision to be an Online Degree Student: A Qualitative Case Study of an Online Master’s Degree in Thailand Siripipattanakul, Sutithep; Siripipattanakul, Supaprawat; Limna, Pongsakorn; Auttawechasakoon, Pichakoon
International Journal on Integrated Education Vol. 5 No. 4 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i4.2922

Abstract

This study aims to explain the influence of the marketing mix (4Cs) on the decision to be an online master’s degree student in Thai people. A purposive sampling of Thai six online master’s degree students from three universities was selected for a qualitative study. The data were analysed employing content analysis and the NVIVO software program. The results show that the 4Cs-marketing mix (communication, cost, convenience, and customer or student centre) is related to the decision to be an online master's degree student at a university in Thailand. Online master’s degree students perceived cost as the highest essential factor, followed by convenience, communication, and customer (student) centre. Educators and program directors should consider marketing mix (4Cs) because these factors influence the decision to be an online master’s degree student in this qualitative research. The implication could help all service sectors find the appropriate marketing mix or customer relationship management (4Cs) for their customers because it influences behavioural intention or decisions among consumers.
Co-Authors Auttawechasakoon, Pichakoon Kasrisom, Arnon Kraiwanit, Tanpat Rafiyya, Aishath Siripipattanakul, Supaprawat Siripipattanakul, Sutithep Snongtaweeporn, Teeradej Sonsuphap, Rattaphong