Aesthetic Education Management and Its Impact on Students’ Personality Development in Private Higher Education Colleges in Thailand
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Abstract
Background and Aim: Aesthetic education has become an important dimension of holistic education in the twenty-first century. However, aesthetic education management in private higher education institutions has received limited empirical attention, particularly in relation to students’ personality development. This study aimed to analyze the components of aesthetic education management, examine its influence on students’ personality development, and propose managerial guidelines for private higher education colleges in Thailand. Materials and Methods: This study employed a mixed-methods research design. The research was conducted in three phases. In Phase 1, qualitative data were collected through literature review and semi-structured interviews with 12 key informants to identify the components of aesthetic education management. In Phase 2, quantitative data were collected from 500 students, lecturers, and administrators from five private colleges using a structured questionnaire. Data were analyzed using descriptive statistics and exploratory factor analysis (EFA). In Phase 3, a focus group discussion with nine experts was conducted to develop managerial guidelines. Results: The exploration factor analysis revealed five components of aesthetic education management: (1) aesthetic curriculum system, (2) teachers’ roles and competencies, (3) aesthetic-oriented teaching and learning methods, (4) campus aesthetic and cultural environment, and (5) policy support and management mechanisms, with a total variance explained of 68.40%. Students’ personality development also consisted of five dimensions: emotional intelligence, creativity and imagination, social and interpersonal skills, self-confidence and self-identity, and ethical awareness and social responsibility, with a total variance explained of 65.20%. The overall levels of both aesthetic education management and students’ personality development were at a high level. Five managerial guidelines were proposed, focusing on curriculum integration, teacher development, experiential learning, campus environment, and institutional policy support. Conclusion: Aesthetic education management plays a significant role in promoting students’ personality development in private higher education institutions. The identified components and managerial guidelines provide a practical and theoretical foundation for integrating aesthetic education into institutional management and educational practices, contributing to holistic student development.
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The Journal of Dhammaduta | ISSN: xxxx-xxxx (online) | Responsible editors: Dr.Phramaha Prayoon Jotivaro. | This journal is published under the terms of the Creative Commons Attribution 4.0 International (CC-BY-NC-ND 4.0) by Dhammaduta College, Mahachulalongkornrajavidyalaya University - 79 Moo 1, Lamsai, Wang Noi, Phra Nakhon Si Ayutthaya 13170 Thailand
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