DEVELOPING DOCTORAL STUDENTS’ COMPETENCE IN PRODUCING AND PUBLISHING INTERNATIONAL RESEARCH ARTICLES IN EDUCATIONAL ADMINISTRATION AT SUAN SUNANDHA RAJABHAT UNIVERSITY

Abstract

This classroom research examined a structured approach for developing doctoral students’ competence in producing and publishing international research articles in EAD9510 Seminar in Educational Administration Research. The intervention responded to differences in students’ research experience, academic English proficiency, methodological knowledge, and familiarity with journal publication. Twenty doctoral students from mixed cohorts who studied during 2023–2025 participated in a workshop-based seminar combined with peer critique, iterative written feedback through email, and individualized face-to-face consultation. Evidence consisted of successive manuscript drafts, instructor feedback records, consultation notes, research-presentation artifacts, student reflections, and documentary evidence of publication. Data were examined through comparative document analysis, descriptive reporting of publication outputs, and thematic analysis of reflections. The available evidence indicated development in problem formulation, literature synthesis, methodological alignment, presentation of findings, discussion, academic English, referencing, and journal selection. The group produced eight research articles published in international journals. Students also demonstrated greater independence in revising manuscripts and responding to reviewers, while showing stronger awareness of research ethics, authorship, responsible use of artificial intelligence, and deceptive publishing practices. The findings suggest that publication competence is best developed as an extended, supervised practice rather than as a single writing assignment. Clear milestones, repeated feedback, peer dialogue, and consultation tailored to individual needs created a practical pathway from seminar participation to international dissemination. The study recommends integrating publication-oriented learning into doctoral research seminars while maintaining ethical safeguards and avoiding the use of publication counts as the sole indicator of learning.