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From its beginnings in the late 19^th century, higher education in Thailand has evolved from primarily preparing the nation’s wealthy elite men in the capital of Bangkok to enrolling over half of the men and women throughout the Kingdom. This chapter overviews this historical development and examines the contemporary issues of policy and governance, quality, and workforce preparation in Thai higher education. It also reflects Thailand’s efforts to meet the United Nations Sustainable Development Goal of ensuring equal access for all to affordable and high-quality higher education. It concludes by discussing these issues within the Southeast Asian context, particularly highlighting Thailand’s focus on internationalization and the role of the ASEAN University Network, headquartered in Thailand. While Thai higher education faces many challenges, such as declining enrollment due to demographic changes and an urban–rural divide in access, this chapter argues that continued efforts to promote equity and quality, relying partially on technological advances, will bring Thai higher education into a new era.

The purpose of this paper is to understand the process of large-scale organizational change in a community-based enterprise in Myanmar.

A qualitative case study methodology was selected to understand the phenomenon of change in a community-based enterprise in Myanmar. Data were collected over a four-week period of fieldwork through individual interviews, focus groups, observations and document collection. Data were analyzed via a modified inductive analytic strategy using constant comparative analysis.

Findings revealed the processes used in this large-scale organizational change as impacted by the national cultural dimensions of Myanmar and the social learning experienced by the participants. Learning about organization development and change and sharing that learning in the organization by its members who participated in a certificate program in organizational development designed by Payap University (Thailand) and the International Rescue Committee had a major role in the change processes. Myanmar’s high power distance and collectivist culture facilitated social learning by highlighting authority figures as role models and providing high interaction environments conducive to learning.

This study illuminates the change process in a community-based organization in the emerging economy of Myanmar where no roadmaps for change in these types of organizations exist. The findings of this study are transferrable to community-based organizations in emerging economies with similar national cultural characteristics and call for future case studies to understand the complexities of change in these unique organizations and environments.

The purpose of this study is to investigate the factors that influenced employee engagement in the context of remote work as a result of the COVID-19 pandemic and compare them with antecedents of employee engagement in traditional workplaces.

This study adopted an integrative literature review design of 27 empirical and conceptual peer-reviewed journal articles from a host of academic databases. Data were analyzed via a matrix and mapped onto individual and organizational antecedents of employee engagement.

This study identified 18 antecedents of remote work, which were categorized into individual antecedents, for example, mindfulness and digital literacy, as well as organizational antecedents, for example, job autonomy and supportive leadership. These findings were compared with antecedents of employee engagement in traditional workplaces to generate new knowledge about the impact of remote work on employee engagement as a result of the large shift to remote work in 2020.

This study synthesizes the most recent literature on antecedents of employee engagement in remote work settings as the result of the pandemic and contrasts these new approaches with previously identified antecedents of employee engagement in traditional workplaces.

This paper explores the role of critical reflection in the context of leadership development and how it is measured. The purpose of this paper is to review theoretical and empirical research that captures the application of critical reflection in leadership development.

This study is an integrative literature review of peer-reviewed journal articles on critical reflection in leadership development. The search revealed 172 peer-reviewed journal articles based on the search terms. The authors conducted a staged review of the abstracts and identified a final sample of 27 empirical articles and 12 non-empirical articles for review.

The findings of this review show that critical reflection is an essential tool for leadership development and has been utilized in a variety of ways and through multiple theoretical perspectives. Despite being relied on heavily in leadership development, the measurement for critical reflection is not well established in the literature.

The researchers propose a conceptual model that integrates the phases and levels of critical reflection as well as the desired outcomes in leadership development. Implications for leadership development are also discussed.

While many studies investigate student leadership development in educational contexts or curriculum-based programs, little is known about the efficacy of leadership development programs that emerge in municipalities. This mixed methods case study explored the leadership development of participants in three nine-month youth leadership programs at a municipal-based prevention, treatment, and outreach center in the United States. Qualitative focus groups and quantitative surveys using the Student Leadership Practices Inventory (SLPI) were used to collect data at the beginning and end of the three programs along with a post-program evaluative survey. Findings from the qualitative and quantitative analyses are first presented individually and then expressed using a joint display table to visually represent the integrated results. Findings showed that the programs positively influenced participants’ perceptions, characteristics, and behaviors as youth leaders in their communities. Participants not only indicated improvements in their leadership practices according to the SLPI from pre- to post-program, but also demonstrated more complex understandings of leadership and what it means to be a leader in one’s community. These findings are useful for individuals and organizations planning student leadership development programs and should inform future research in the field.

The purpose of this study is to understand the scope and nature of information sharing as a form of workplace learning among gig workers.

Data were collected from public social media communities of gig workers in Thailand. In total, 338 posts and 3,022 comments on the posts were analyzed (data corpus N = 3,360). Thailand was selected for the context of this study given its high level of social media penetration, a high percentage of digital service consumption of internet users and the prevalence of app-based gig workers. This study used thematic analysis using inductive and semantic coding to generate themes.

Findings showed two overarching themes of information sharing, which included on-the-job experience and inquiries. One surprising finding was the extent to which gig workers used social media to help others even when it potentially undermined their success.

This study adds evidence to the role of information sharing in workplace learning and illustrates how gig workers who do not have access to traditional training and learning opportunities use social media communities to fill this need.

Given the surge of digitalization and internet infrastructure leading to the rise of gig work worldwide, this study provides a closer look at how gig workers are using social media communities to facilitate workplace learning and support one another amid otherwise difficult and insecure working conditions. It also discusses the role that culture plays in facilitating a cooperative rather than a competitive environment among drivers.

During the late twentieth century in the field of social studies education, Donald Oliver, Fred Newmann, and James Shaver were prominent leaders. Their work on the Harvard Social Studies Project was part of the New Social Studies movement popular in the 1960s and 1970s that attempted to transform the social studies curriculum nationwide. By creating materials that focused on inquiry-based learning, they aimed to make a difference in the way that social studies courses were taught in American schools. The focus of this research is an analysis of the content and impact of the Harvard Social Studies Project and an exploration of the contributions of Donald Oliver, Fred Newmann, and James Shaver to that project. Historical research methods served as the primary theoretical framework for guiding the investigation. Oliver, Newmann, and Shaver’s work on the Harvard Social Studies Project not only established all three men as influential leaders in social studies education but also laid the groundwork for their subsequent work in broader areas of education.