Main Article Content
This action research aimed to develop a system of care among Walailak University students to be smart, good, and happy. Purposive sampling was used to select the participants from representatives of administrators, lecturers, staff, as well as students from 13 schools, 3 international colleges, and supportive organizations in Walailak University. The study was conducted through three phases. The data were collected and analyzed using an individual interview, focus-group discussion, brain storming, and observations. The initial phase of the study started with finding the right participants to set goals and discuss action plans. The working phase included policy implementation, target population’s competency enhancement, along with cooperation and integration in order to develop an effective system. In the final phase, the process focuses on follow-up and reinforcement through coaching and setting up a forum for an exchange of ideas to promote continuous and sustainable development of the system. The structure of the system was driven by many groups of people in the university, namely, administrators, lecturers, staff, and students. They collaborated to meet the identity and context of each school through various strategies specified to develop student characteristics to be smart, good, and happy. The process led to networks of collaboration, a referral system to experts and support group through coaching. As a result, the study found that for the part of “being smart”, the development scheme has successfully encouraged students to perform better at school, thus reduced the number of students with a GPA of less than 2.00. This resulted in a lower dropout rate and better academic outcomes. For the part of “being good”, more students engaged in activities that benefit society and record them in a Student’s Activity Passport. Encouraging the movement in this part is the most difficult because the goal is abstract and difficult to measure. For the last part “being happy”, students gained access to various channels of support through caring systems from teachers, staff and peers. As for suggestions, the stakeholders should strengthen the characteristics of goodness to be more concrete and clearer.
Division of Student Affairs, Walailak University. Student situation report in Walailak University. Nakhon Si Thammarat: Division of Student Affairs, Walailak University; 2017. (in Thai).
Division of Student Affairs, Walailak University. Student situation report in Walailak University. Nakhon Si Thammarat: Division of Student Affairs, Walailak University; 2016. (in Thai).
Smart Clinic, School of Nursing, Walailak University. Service usage statistics of Smile Clinic 2013 - 2018. Nakhon Si Thammarat: School of Nursing, Walailak University; 2018. (in Thai).
Office of the Education Council Secretariat Ministry of Education. National education plan 2017 - 2036. Bangkok: Prik Wan Graphic; 2017. (in Thai).
Nakagasien P. Ottawa charter: the role of the nurses in health promotion. Journal of Nursing Science 2015;33(4):6-14. (in Thai).
Boyce WF. Disadvantaged persons’ participation in health promotion projects: some structural dimensions. Soc Sci Med 2001;52(10):1551-64.
McDermott K, Kurucz EC, Collbert BA. Social entrepreneurial opportunity and active stakeholder participation: resource mobilization in enterprising conveners of cross-sector social partnerships. Journal of Cleaner Production 2018;183:121-31.
Kolb AY, Kolb DA. Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning & Education 2005;4(2):193-212.
Chen BB, Wiium N, Dimitrova R. Factor structure of positive youth development: contributions of exploratory structural eqation modeling. Personality and Individual Differences 2018;124:12-15.
Lerner RM. Promoting positive youth development: theoretical and empirical bases. Washington D.C.: National Academy of Sciences; 2005.
Noteboom P, Ridout KG. 4A model. Paper presented at the workshop learning to listen, learning to teach. November 10-14, 2008; PATH, Bangkok, Thailand.
Patterson LB, Backhouse SH. “An important cog in the wheel”, but not the driver: coaches’ perceptions of their role in doping prevention. Psychology of Sport & Excerccise 2018;37:117-27.
Center for Education Services, Walailak University. Student academic performance report. Nakhon Si Thammarat: Center for Education Services, Walailak University; 2019. (in Thai).
Kochragsa N, Inchaithep S. Development of suicide prevention through community engagement, Lampang. Royal Thai Navy Medical Journal 2020;47(2):446-63. (in Thai).
Langer K, Decker T, Menrad K. Public participation in wind energy projects located in Germany: which form of participation is the key to acceptance?. Renewable Energy 2017;112:63-73.
Bhatti WA, Larimo J, Coudounaris DN. The effect of experiential learning on subsidiary knowledge and performance. Journal of Business Research 2016;69(5):1567-71.
Hull DM, Saxon TF, Fagan MA, Williams LO, Verdisco AE. Positive youth development: an experimental trial with unattached adolescents. J Adolesc 2018;67:85-97.
Jowett S. Coaching effectiveness: the coach-athlete relationship at its heart. Curr Opin Psychol 2017;16:154-8.
Kennedy J. Thesis: a definition of coaching. Potsdam, Germany: Dianastrasse; 2009.
Wongtienlai K, Usaho C, Chaemchoy S. A needs assessment of academic management for nursing college under the jurisdiction of ministry of defense based on the concept of innovator competencies of nursing students. Royal Thai Navy Medical Journal 2019;46(3):506-21. (in Thai).