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Papers by ANCHALEE CHAYANUVAT
Zenodo (CERN European Organization for Nuclear Research), Mar 17, 2023
When it comes to organizational learning and learning organization, people tend to confuse the tw... more When it comes to organizational learning and learning organization, people tend to confuse the two concepts of organizational learning and learning organization, and many scholars even think that they are the same thing. Although the two are closely related, there are essential differences between the two. The article starts with the research on the definition of organizational learning and learning organization, and further explores the differences and connections between the two. The results show that organizational learning is a dynamic process in terms of content, and learning organization refers to a form of organization ; From the perspective of the learning subject, the subject of organizational learning is the group, and the learning subject of the learning organization includes individuals, teams, and organizations.
Zenodo (CERN European Organization for Nuclear Research), Mar 17, 2023
Since the late 1980s, management experts have been advocating that, through individual learning a... more Since the late 1980s, management experts have been advocating that, through individual learning and organizational learning, corporate culture and awareness can advance with the times, and furthermore, continue to maintain a competitive advantage (Fauske & Raybould, 2005). If the organization is unwilling to learn together and change together, it will hinder the sustainable development of the enterprise. In order to cope with changes in the environment, more and more organizations and enterprises are building a learning organization. They founded their own corporate university, organized staff training and study, invested a lot of time and money, but the effect was not obvious. The lifespan of large companies rarely exceeds half of human life. In the 1970s, one-third of the companies listed on the Fortune 500 list have disappeared. Most failed companies have different problems, but the fundamental problem is actually the same: poor learning ability (Robinson, 2001, Lipshitz,2000). There are reasons for poor organizational learning ability. Organizational design, organizational culture and management methods, the way people define work, and the way employees are educated and interacted with are all basic learning obstacles. For an organization, learning disabilities are fatal (Boreham & Morgan, 2004). II. ANALYSIS OF OBSTACLESTO ORGANIZATIONAL LEARNING Organizational learning is a continuous process. It is a process in which an organization continuously acquires knowledge, transfers knowledge within the organization, and creates new knowledge through various channels and methods, so as to enhance the organization's capabilities and bring about improvements in behavior or performance. Organizational learning is a complex process, including many links. Problems in any link will affect the normal progress of organizational learning. Most organizations have learning disorders. This is due their inherent culture, structure, management model, and power distribution caused (Argyris & Schön,1997). From the perspective of Pathology, it is believed that at every stage of the organizational learning process, there may be some factors that make organizational learning unsuccessful; "Why can't the organization learn effectively?" or "How to remove the learning barriers of the organization?" (Boreham & Morgan, 2004). From the literature point of view, obstacles to organizational learning can be divided into the individual, group, and organizational levels. At the individual level, it is mainly the error in the information processing process, which makes it difficult to change the existing mental models, such as overconfidence, over-reliance on past experience(Russo & Schoemaker, 1992; Brown & Starkey, 2000; Crossan & Berdrow, 2003).At the group level, it is mainly the obstacles encountered in the implementation of organizational learning, such as defense, argument, excessive
รายงานการประชุม Graduate School Conference, Nov 15, 2019
Mixed methods approach was employed for this study to gather both quantitative and qualitative da... more Mixed methods approach was employed for this study to gather both quantitative and qualitative data. In the process of data collection, a specially designed questionnaire and semi-structured interviews were used to collect the data. The questionnaire data indicated three top factors influencing international students’ decision. First was “Scholarships”, followed by the factors of “Society and Culture”, and “Language Skills”. On the other hand, the semi-structured interviews found different three top factors influencing international students' decision. First was “Personal Factors” followed by “Language Skills” and “Recommendation and Support”. As the “Language Skills” Factor emerged in both quantitative and qualitative data, it was assumed the prime mover for students wanting to study in Taiwan. “Language Skills” Factor as international students see Taiwan as the place where they can acquire both top global languages as English and Chinese for their better future.
Zenodo (CERN European Organization for Nuclear Research), Mar 17, 2023
Zenodo (CERN European Organization for Nuclear Research), Mar 17, 2023
Given a projective plane Σ and a polarity θ of Σ, the corresponding polarity graph is the graph w... more Given a projective plane Σ and a polarity θ of Σ, the corresponding polarity graph is the graph whose vertices are the points of Σ, and two distinct points p 1 and p 2 are adjacent if p 1 is incident to p θ 2 in Σ. A well-known example of a polarity graph is the Erdős-Rényi orthogonal polarity graph ER q , which appears frequently in a variety of extremal problems. Eigenvalue methods provide an upper bound on the independence number of any polarity graph. Mubayi and Williford showed that in the case of ER q , the eigenvalue method gives the correct upper bound in order of magnitude. We prove that this is also true for other families of polarity graphs. This includes a family of polarity graphs for which the polarity is neither orthogonal nor unitary. We conjecture that any polarity graph of a projective plane of order q has an independent set of size Ω(q 3/2). Some related results are also obtained.
The purpose of this paper aims to investigate the effects of using unscripted role play to improv... more The purpose of this paper aims to investigate the effects of using unscripted role play to improve speaking ability of Thai EFL students of Tapee College, Muang District, Surathani. The research participants of the study were comprised of 13 fourth year students who made full attendance during English for Communication course. They were considered from their minimal English speaking ability and their needs to improve oral English skill. The study was conducted within ten weeks or one semester of 1/ 2011 academic year, focused on using ten different role play situations and attempted to address the following questions: a) whether unscripted role play improve speaking ability of Thai EFL students, and b) how unscripted role play influence students’ attitudes towards the English speaking class. The research tools included unscripted role play activities, pre and posttest, students’ speaking observation forms and questionnaire and open –ended questions. The data were analyzed with the u...
Asia Social Issues
This research aimed to study the conditions for the success of the three excellent schools and us... more This research aimed to study the conditions for the success of the three excellent schools and use the findings to design a model for the development of excellent schools in Hunan, China. The quantitative data were gathered from the sample group of 392 teachers of the three schools, who filled out the 45-item questionnaires, while the qualitative data were from in-depth interviews with the three school principles. Quantitative data were analyzed by factor analysis, and qualitative interview data were analyzed by Grounded Theory. The findings from the questionnaire data analysis identified eight aspects that shaped a learning organization: 1) School policies and goals 2) Supportive Environment 3) Professional development 4) Collaboration 5) Strategies to adapt to changes 6) Leadership 7) Sharing vision 8) Information Technology. From the three principals’ interviews, six themes emerged: 1) Changes in all areas affecting education and Change-facing strategies 2) Choices of curricula a...
Asia Social Issues
This research aimed to study the conditions for the success of the three excellent schools and us... more This research aimed to study the conditions for the success of the three excellent schools and use the findings to design a model for the development of excellent schools in Hunan, China. The quantitative data were gathered from the sample group of 392 teachers of the three schools, who filled out the 45-item questionnaires, while the qualitative data were from in-depth interviews with the three school principles. Quantitative data were analyzed by factor analysis, and qualitative interview data were analyzed by Grounded Theory. The findings from the questionnaire data analysis identified eight aspects that shaped a learning organization: 1) School policies and goals 2) Supportive Environment 3) Professional development 4) Collaboration 5) Strategies to adapt to changes 6) Leadership 7) Sharing vision 8) Information Technology. From the three principals’ interviews, six themes emerged: 1) Changes in all areas affecting education and Change-facing strategies 2) Choices of curricula a...
Mixed methods approach was employed for this study to gather both quantitative and qualitative da... more Mixed methods approach was employed for this study to gather both quantitative and qualitative data. In the process of data collection, a specially designed questionnaire and semi-structured interviews were used to collect the data. The questionnaire data indicated three top factors influencing international students’ decision. First was “Scholarships”, followed by the factors of “Society and Culture”, and “Language Skills”. On the other hand, the semi-structured interviews found different three top factors influencing international students' decision. First was “Personal Factors” followed by “Language Skills” and “Recommendation and Support”. As the “Language Skills” Factor emerged in both quantitative and qualitative data, it was assumed the prime mover for students wanting to study in Taiwan. “Language Skills” Factor as international students see Taiwan as the place where they can acquire both top global languages as English and Chinese for their better future.
Zenodo (CERN European Organization for Nuclear Research), Mar 17, 2023
When it comes to organizational learning and learning organization, people tend to confuse the tw... more When it comes to organizational learning and learning organization, people tend to confuse the two concepts of organizational learning and learning organization, and many scholars even think that they are the same thing. Although the two are closely related, there are essential differences between the two. The article starts with the research on the definition of organizational learning and learning organization, and further explores the differences and connections between the two. The results show that organizational learning is a dynamic process in terms of content, and learning organization refers to a form of organization ; From the perspective of the learning subject, the subject of organizational learning is the group, and the learning subject of the learning organization includes individuals, teams, and organizations.
Zenodo (CERN European Organization for Nuclear Research), Mar 17, 2023
Since the late 1980s, management experts have been advocating that, through individual learning a... more Since the late 1980s, management experts have been advocating that, through individual learning and organizational learning, corporate culture and awareness can advance with the times, and furthermore, continue to maintain a competitive advantage (Fauske & Raybould, 2005). If the organization is unwilling to learn together and change together, it will hinder the sustainable development of the enterprise. In order to cope with changes in the environment, more and more organizations and enterprises are building a learning organization. They founded their own corporate university, organized staff training and study, invested a lot of time and money, but the effect was not obvious. The lifespan of large companies rarely exceeds half of human life. In the 1970s, one-third of the companies listed on the Fortune 500 list have disappeared. Most failed companies have different problems, but the fundamental problem is actually the same: poor learning ability (Robinson, 2001, Lipshitz,2000). There are reasons for poor organizational learning ability. Organizational design, organizational culture and management methods, the way people define work, and the way employees are educated and interacted with are all basic learning obstacles. For an organization, learning disabilities are fatal (Boreham & Morgan, 2004). II. ANALYSIS OF OBSTACLESTO ORGANIZATIONAL LEARNING Organizational learning is a continuous process. It is a process in which an organization continuously acquires knowledge, transfers knowledge within the organization, and creates new knowledge through various channels and methods, so as to enhance the organization's capabilities and bring about improvements in behavior or performance. Organizational learning is a complex process, including many links. Problems in any link will affect the normal progress of organizational learning. Most organizations have learning disorders. This is due their inherent culture, structure, management model, and power distribution caused (Argyris & Schön,1997). From the perspective of Pathology, it is believed that at every stage of the organizational learning process, there may be some factors that make organizational learning unsuccessful; "Why can't the organization learn effectively?" or "How to remove the learning barriers of the organization?" (Boreham & Morgan, 2004). From the literature point of view, obstacles to organizational learning can be divided into the individual, group, and organizational levels. At the individual level, it is mainly the error in the information processing process, which makes it difficult to change the existing mental models, such as overconfidence, over-reliance on past experience(Russo & Schoemaker, 1992; Brown & Starkey, 2000; Crossan & Berdrow, 2003).At the group level, it is mainly the obstacles encountered in the implementation of organizational learning, such as defense, argument, excessive
รายงานการประชุม Graduate School Conference, Nov 15, 2019
Mixed methods approach was employed for this study to gather both quantitative and qualitative da... more Mixed methods approach was employed for this study to gather both quantitative and qualitative data. In the process of data collection, a specially designed questionnaire and semi-structured interviews were used to collect the data. The questionnaire data indicated three top factors influencing international students’ decision. First was “Scholarships”, followed by the factors of “Society and Culture”, and “Language Skills”. On the other hand, the semi-structured interviews found different three top factors influencing international students' decision. First was “Personal Factors” followed by “Language Skills” and “Recommendation and Support”. As the “Language Skills” Factor emerged in both quantitative and qualitative data, it was assumed the prime mover for students wanting to study in Taiwan. “Language Skills” Factor as international students see Taiwan as the place where they can acquire both top global languages as English and Chinese for their better future.
Zenodo (CERN European Organization for Nuclear Research), Mar 17, 2023
Zenodo (CERN European Organization for Nuclear Research), Mar 17, 2023
Given a projective plane Σ and a polarity θ of Σ, the corresponding polarity graph is the graph w... more Given a projective plane Σ and a polarity θ of Σ, the corresponding polarity graph is the graph whose vertices are the points of Σ, and two distinct points p 1 and p 2 are adjacent if p 1 is incident to p θ 2 in Σ. A well-known example of a polarity graph is the Erdős-Rényi orthogonal polarity graph ER q , which appears frequently in a variety of extremal problems. Eigenvalue methods provide an upper bound on the independence number of any polarity graph. Mubayi and Williford showed that in the case of ER q , the eigenvalue method gives the correct upper bound in order of magnitude. We prove that this is also true for other families of polarity graphs. This includes a family of polarity graphs for which the polarity is neither orthogonal nor unitary. We conjecture that any polarity graph of a projective plane of order q has an independent set of size Ω(q 3/2). Some related results are also obtained.
The purpose of this paper aims to investigate the effects of using unscripted role play to improv... more The purpose of this paper aims to investigate the effects of using unscripted role play to improve speaking ability of Thai EFL students of Tapee College, Muang District, Surathani. The research participants of the study were comprised of 13 fourth year students who made full attendance during English for Communication course. They were considered from their minimal English speaking ability and their needs to improve oral English skill. The study was conducted within ten weeks or one semester of 1/ 2011 academic year, focused on using ten different role play situations and attempted to address the following questions: a) whether unscripted role play improve speaking ability of Thai EFL students, and b) how unscripted role play influence students’ attitudes towards the English speaking class. The research tools included unscripted role play activities, pre and posttest, students’ speaking observation forms and questionnaire and open –ended questions. The data were analyzed with the u...
Asia Social Issues
This research aimed to study the conditions for the success of the three excellent schools and us... more This research aimed to study the conditions for the success of the three excellent schools and use the findings to design a model for the development of excellent schools in Hunan, China. The quantitative data were gathered from the sample group of 392 teachers of the three schools, who filled out the 45-item questionnaires, while the qualitative data were from in-depth interviews with the three school principles. Quantitative data were analyzed by factor analysis, and qualitative interview data were analyzed by Grounded Theory. The findings from the questionnaire data analysis identified eight aspects that shaped a learning organization: 1) School policies and goals 2) Supportive Environment 3) Professional development 4) Collaboration 5) Strategies to adapt to changes 6) Leadership 7) Sharing vision 8) Information Technology. From the three principals’ interviews, six themes emerged: 1) Changes in all areas affecting education and Change-facing strategies 2) Choices of curricula a...
Asia Social Issues
This research aimed to study the conditions for the success of the three excellent schools and us... more This research aimed to study the conditions for the success of the three excellent schools and use the findings to design a model for the development of excellent schools in Hunan, China. The quantitative data were gathered from the sample group of 392 teachers of the three schools, who filled out the 45-item questionnaires, while the qualitative data were from in-depth interviews with the three school principles. Quantitative data were analyzed by factor analysis, and qualitative interview data were analyzed by Grounded Theory. The findings from the questionnaire data analysis identified eight aspects that shaped a learning organization: 1) School policies and goals 2) Supportive Environment 3) Professional development 4) Collaboration 5) Strategies to adapt to changes 6) Leadership 7) Sharing vision 8) Information Technology. From the three principals’ interviews, six themes emerged: 1) Changes in all areas affecting education and Change-facing strategies 2) Choices of curricula a...
Mixed methods approach was employed for this study to gather both quantitative and qualitative da... more Mixed methods approach was employed for this study to gather both quantitative and qualitative data. In the process of data collection, a specially designed questionnaire and semi-structured interviews were used to collect the data. The questionnaire data indicated three top factors influencing international students’ decision. First was “Scholarships”, followed by the factors of “Society and Culture”, and “Language Skills”. On the other hand, the semi-structured interviews found different three top factors influencing international students' decision. First was “Personal Factors” followed by “Language Skills” and “Recommendation and Support”. As the “Language Skills” Factor emerged in both quantitative and qualitative data, it was assumed the prime mover for students wanting to study in Taiwan. “Language Skills” Factor as international students see Taiwan as the place where they can acquire both top global languages as English and Chinese for their better future.