.Enhancing The 21st Century Life Skills Of University Students Using Whole Brain Literacy, Experiential Learning Theory, And Appreciative Inquiry: An Action Research For Assumption University
Keywords:
Organization development interventions, whole brain literacy, appreciative inquiry, experiential learning theory, IKIGAI, 21st century life skillsAbstract
This research investigated the effect of organization development interventions (ODI) using three modalities namely: Whole Brain Literacy (WBL), Experiential Learning Theory, and Appreciative Inquiry (AI) in enhancing the 21st Century Life Skills of undergraduate students in Assumption University of Thailand. An action research was conducted in three phases; pre-ODI, ODI, and post-ODI where both quantitative and qualitative research methods were used to explore, assess and gather the data to enhance the life skills of students which included thinking skills, action-related skills, creativity skills, relationship skills, and self-management skills. The quantitative data were collected by using the same set of questionnaire which has been developed from relevant sources on life skills development during before and after OD interventions to measure life skills with close-ended questions while the qualitative data were collected from an interview, observation, and group discussion. The Design of the Action Research used two groups of 30 students each, the first group went through Organization Development Interventions (ODI) and the second group of 30 was the control group without the ODI. The participants were selected by using Purposive sampling technique. The quantitative data was analyzed by using Paired Sample T-Test and the content analysis was used for the qualitative data. The findings reveal that OD interventions helped enhance the confidence level of life skills of the students involved in the study. As a recommendation, a new model for enhancing the life skills of students called “Life Skills Enhancement Model for Students: the Processes of Learning and Living on Purpose was developed.
References
Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, New Jersey: Prentice-Hall.
Business Council of Australia (2006), "New Concepts in Innovation: The Keys to Growing Australia."
Castleberry, S. (2001), "Using Secondary Data in Marketing Research: A Project that Melds Web and Off-Web Sources," Journal of Marketing Education, 23 (3), 195-203.
Cooper, M. and T.W. Lee (2000), "Using Theory of Constraints' Thinking Processes to Improve Problem-Solving Skills in Marketing," Journal of Marketing Education, 22 (2), 137-46.
Cooperrider, D.L., & Whitney, D. (2000). A Positive Revolution in Chang: Appreciative Inquiry, Rethinking Human Organization toward a Positive Theory of Change. Champaign, IL: Stipes Publishing.
Cummings, T. G., & Worley, C. G. (2009). Organization Development & Change, 10th Edition, Mason, OH: South-Western/Cengage Learning.
Donnelly, K. (2004), Why Our Schools are Failing. Sydney: Duffy and Snell grove.
Frankl, V. E. (1972, January 1). Existential Escapism.
Goto, T., & Kamada, K. (1960). Taiheiki. Tokyo: Iwanami-Shoten. (in Japanese)
Gray, B., J. Whiten, and K. Knightbridge (2002), "What Skills do Marketing Students Need," in ANZMAC, R.N. Shaw and S. Adam and H. Mc Donald (Eds.). Melbourne, Australia.
James, R. (2002), "Socioeconomic Background and Higher Education Participation," in Evaluations and Investigations Programme-Higher Education Group.
Kamiya M. Ikigai (in Japanese). Tokyo: Misuzu Shobo, 1966.
Kelly, R. (2003), "What Employers Want," in Graduate Opportunities, Graduate Careers (Ed.).
Kierkegaard, S. (1844). The Concept of Dread (Anxiety).
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Kolb, A., & Kolb, D. A. (2009). The learning way: Meta–cognitive aspects of experiential learning. Simulation Gaming, 40, 297–327. doi: 10.1177/1046878108325713
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193- 212.
Laurie, V. (2003), "Unoriginal Sin," in The Australian Magazine Vol. July 18-19.
Lewin Kurt. (1947) Lewin's change management model Understanding the three stages of change (1947) Available at: http://www.mindtools.com/pages/article/newPPM 94.htm. (Accessed on 14 April, 2016)
Perry, C. L., Barnowski, T., & Parcel, G. S. (1990). How individuals, environments, and health behavior interact: Social learning theory. In K. Glanz, F. M. Lewis & B. K. Rimer (Eds.), Health Behavior and Health Education: Theory Research and Practice. San Francisco, CA: Jossey-Bass.
Rushworth, N. and G. Davis (2003a), "Cash-cow campuses," in 10 August, 2003 Sunday. Australia: Nine Network.
Rushworth, N. and G. Davis (2003b), "The Newcastle Plagiarism Scandal," in 10 August, 2003 Sunday. Australia: Nine Network.
Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436. http://dx.doi.org/10.3102/00346543056004411
Tayko, P. R., & Reyes-Talmo, M. L. (2010). Whole Brain Literacy: Key to Holistic Education and Success in Today's World. (E. Dames, Ed.) Philippines.
Tayko, P. R., P., Villavicencio, S. E., Keerativutisest, V. P., Kamolsiri, P. P., Khewsomboon, W. P., Aloni, R. P., Chavez, G.S. et al. (2017). Butterfies in the World. (M. B. Catalan, Ed.) Bangkok, Thailand: Graduate School of Business, Assumption University of Thailand.
UNDP. Communication Behavior Change Tools. Entertainment-Education; UNICEF: New York, NY, USA, 2002; Volume 1, pp. 1–6.
UNICEF. (2017). UNICEF for every child, Annual Report 2016.
Wee, L., M. Kek, and C. Kelley (2003), "Transforming the Marketing Curriculum Using Problem-Based Learning: A Case Study," Journal of Marketing Education, 25 (2), 150-62.