Policies and Directions for Graduate Education in Thailand

Abstract

Amidst the dynamics of change in the 21^st century, graduate education management in Thailand is facing a critical challenge between striving for global excellence and the mission to respond to local contexts. This academic article aims to analyze the relational mechanisms of policies and directions of graduate education management through the conceptual framework of Dilemmas of Expansion and Institutional Logics theory across four key dimensions: 1) the role of universities in interactive societal engagement, 2) fostering future competencies and learning among graduate students, 3) the role of graduate quality standards in building competitive capabilities, and 4) the role of universities in local development. The study employs an integrative synthesis methodology, selecting and analyzing data from national policy documents, relevant laws, and research published in national and international databases between 2014 and 2024. The findings reveal a significant operational conflict between academic logic focused on international indicators and dominated by audit culture and university rankings and social logic, which requires universities to serve as a pillar for the community. This conflict results in a mismatch of graduate competencies and a resource drain on inflexible quality assurance processes. To overcome such traps, this article proposes a paradigm shift from focusing on research publication to creating social impact. Furthermore, it synthesizes strategic recommendations through an ecological system perspective covering three levels: 1) Macro Level: focusing on policy adjustment to facilitate innovation sandboxes. 2) Meso Level: focusing on flexible institutional management processes; and 3) Micro Level: focusing on curriculum design emphasizing lifelong learning outcomes to serve as a guideline for driving Thai graduate education towards sustainability and effectively addressing national development needs.