Guidelines for Developing the Potential of Academic Support Personnel in Relation to Receiving Academic Services from External Sources of King Mongkut’s University of Technology North Bangkok

Abstract

The objectives of this study were 1) to investigate problems and obstacles of KMUTNB academic support personnel in respect of providing academic support work for external agencies in the existing circumstances; 2) to compare the needs to increase potential of these personnel regarding the stated tasks; and 3) to propose guidelines for potential and professional development of these target employees.. Data were collected from 117 academic support personnel whose tasks were related to the specified duties. A simple random sampling procedure was used to obtain a sample of size whereas the research instruments involved a questionnaire and interview questions.  Statistical methods for data analysis were the mean, standard deviation, t-test.

As results, 1.The explored personnel showed a high-level requirement for overall potential development needs, as arranged in descending order: First, the need to enhance knowledge of emerging technologies to improve staff efficiency, a need for  knowledge about performing academic service tasks, and a need for job-specific knowledge; second, the need to develop overall skill set, as arranged in descending order:  the  need for improving job specific skills for their responsibilities, improving critical thinking and problem solving skills, and methods for data storage management via a network. All these needs were disclosed at a high level. Finally, the need for the development of desirable characteristics were exposed at a high level, as shown in descending order:  A positive attitude for acquiring knowledge and adoption of digital technologies;  open-mindedness, and self-regulation in different situations.  All these needs were displayed at a high level.

          2. Gender differences in academic support personnel revealed significantly different needs for professional and potential development in respect of Knowledge and Attributes (p<.05). However, there were no differences found in terms for employability skills. Educational level diversity and diverse work experiences revealed no differences in personnel needs for professional development, both comprehensive and respective dimensions.