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University-as-a-Service: Designing Thinking Approach for Bangkok University Business Innovation Curriculum and Service Development

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Title: University-as-a-Service: Designing Thinking Approach for Bangkok University Business Innovation Curriculum and Service Development
Language: English
Authors: Chulatep Senivongse, Alex Bennet
Source: Innovations in Education and Teaching International. 2024 61(5):1101-1124.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Student Experience, College Role, Information Technology, Curriculum Development, Private Colleges, Design, Business Administration Education, Job Skills, Skill Development, Lifelong Learning, Program Design, College Faculty, Teacher Attitudes, Institutional Cooperation
Geographic Terms: Thailand (Bangkok)
DOI: 10.1080/14703297.2023.2253251
ISSN: 1470-3297
1470-3300
Abstract: This study explores the implementation of the university-as-a-service (UaaS) paradigm in higher education. Through qualitative research, it examines student and stakeholder experiences to inform the redesign of university programmes. The UaaS model aims to enhance university engagement with the business ecosystem and meet the demands of the digital economy. Services within the UaaS framework include research, international programmes, sustainable development, consulting, Center of Excellence establishment, and startup support. The study highlights the importance of developing an action plan and prioritising tasks, balancing collaboration and customisation. Integration of Design Thinking principles is crucial for equipping students with essential skills. Aligning university programmes with the evolving needs of the digital economy is emphasised. This research provides practical guidance for universities to enhance their engagement, fostering economic growth and social progress. Future efforts should refine and optimise the UaaS framework.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1438839
Database: ERIC
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  Value: <anid>AN0179554891;hzj01oct.24;2024Sep12.05:51;v2.2.500</anid> <title id="AN0179554891-1">University-as-a-service: Designing thinking approach for Bangkok University business innovation curriculum and service development </title> <p>This study explores the implementation of the university-as-a-service (UaaS) paradigm in higher education. Through qualitative research, it examines student and stakeholder experiences to inform the redesign of university programmes. The UaaS model aims to enhance university engagement with the business ecosystem and meet the demands of the digital economy. Services within the UaaS framework include research, international programmes, sustainable development, consulting, Center of Excellence establishment, and startup support. The study highlights the importance of developing an action plan and prioritising tasks, balancing collaboration and customisation. Integration of Design Thinking principles is crucial for equipping students with essential skills. Aligning university programmes with the evolving needs of the digital economy is emphasised. This research provides practical guidance for universities to enhance their engagement, fostering economic growth and social progress. Future efforts should refine and optimise the UaaS framework.</p> <p>Keywords: University-as-a-service; higher education curriculum development; design thinking for business engagement; stakeholder-centric service design paradigm; education in digital economy</p> <hd id="AN0179554891-2">Introduction</hd> <p>In today's rapidly changing business landscape, the fourth industrial revolution has prompted businesses to reassess their survival strategies. With the emergence of the digital era, the transition into the digital economy has become a necessity for all companies. This shift is primarily driven by the swift advancement of information technologies. Furthermore, the outbreak of the pandemic has acted as a catalyst, accelerating the revolution by fuelling the demand for remote distance education. As a result, the industrial 4.0 paradigm has transformed the characteristics of resources and tasks, emphasising a human-centred approach (Ally, [<reflink idref="bib1" id="ref1">1</reflink>]). Consequently, learning, research, and innovation now require multidisciplinary collaboration (Xing & Marwala, [<reflink idref="bib34" id="ref2">34</reflink>]).</p> <p>The fourth industrial revolution is distinguished by the democratisation of data, facilitated by transformative technologies such as the Internet of Things, Big Data Analytics, Artificial Intelligence, the Multiverse of Realities, and Blockchain. These technologies have redefined the relationship between education and socioeconomic systems (Xing & Marwala, [<reflink idref="bib34" id="ref3">34</reflink>]) revealing their intricate interconnection despite their distinct perspectives.</p> <hd id="AN0179554891-3">Education in each industrial evolution era</hd> <p>Before the 18th century, the initial phase of industrialisation took place when agriculture served as the primary economic driver. People relied on kinetic energy and physical animal forces to construct the economy. The first industrial revolution emerged alongside the transition from kinetic sources to steam-powered machinery. Education during this period was limited to a privileged few, with a focus on general education programmes (Penprase, [<reflink idref="bib22" id="ref4">22</reflink>]).</p> <p>The second industrial revolution unfolded with the discovery of electricity, leading to the replacement of animal power with electric motors in industrial machinery. Education during this era was dominated by the elite (Marwala, [<reflink idref="bib15" id="ref5">15</reflink>]). However, significant expansions in higher education and advancements in technology eventually resulted in its wider accessibility (Penprase, [<reflink idref="bib22" id="ref6">22</reflink>]).</p> <p>The invention of the transistor circuit sparked the third industrial revolution, marking the beginning of computer-controlled industrial automation and control. Education became standardised, with a systemic approach, commodification, and broader outreach (Penprase, [<reflink idref="bib22" id="ref7">22</reflink>]).</p> <p>The fourth industrial revolution revolves around data as the driving force of the industry. The widespread reach of the Internet and the ability to share knowledge globally introduce a new dimension of collaboration. The democratisation of data enables the transition from a production-based economy focused on economies of scale to a creative digital economy based on economies of scope. The current socioeconomic landscape emphasises individual-centred, highly customised approaches, replacing mass uniformity. In this context, the educational paradigm is shifting from extensive standardisation to greater personalisation. Instead of a deep vertical understanding of a single subject, transdisciplinary knowledge tailored to each learner's needs is necessary for customisation. The growth of information exchange and the challenges of digital transformation require students to acquire and adapt to new, yet non-existent, material (Ally, [<reflink idref="bib1" id="ref8">1</reflink>], Kusmin et al., [<reflink idref="bib11" id="ref9">11</reflink>]) Consequently, educational institutions must provide ongoing, iterative, socially oriented, and dynamic learning experiences throughout individuals' lifetimes (Bandera et al., [<reflink idref="bib2" id="ref10">2</reflink>]).</p> <p>The evolving educational landscape poses disruptive challenges for higher education systems. As a result, colleges must reassess the educational services they offer to students. Institutions are grappling with questions on how to engage more deeply with their communities and thrive in the era of educational disruption. The university is undergoing transformations not only by updating academic curricula but also by redesigning entire programmes in response to an ever-changing ecosystem that impacts various sectors. Educational disruption serves as a warning sign, urging universities to address the threat and respond to the demand for comprehensive change (Bandera et al., [<reflink idref="bib2" id="ref11">2</reflink>]).</p> <hd id="AN0179554891-4">The needs for a modern service and education curricula</hd> <p>As business economic climates continue to evolve, universities, including Bangkok University, must adapt their curriculum and services to meet the changing demands of learning and research. It is essential to develop a new approach in curriculum offerings and service engagement that caters to the needs of present and future students as well as customer business organisations. This poses the question of how Bangkok University can design a new curriculum and business services that align with the demands of the industry 4.0 economy. Moreover, determining the appropriate approach to designing these offerings is crucial for the university's success in this evolution.</p> <hd id="AN0179554891-5">About Bangkok university</hd> <p>Established in 1962, Bangkok University (BU) holds the distinction of being Thailand's oldest private university. Its mission is to establish itself as a premier institution of innovation and excellence. Over the years, the university has produced a diverse range of graduates, from bachelor's to doctoral degree holders. BU offers instruction across various disciplines, including accounting, architecture, business administration, communication arts, digital media and cinematic arts, economics, engineering, entrepreneurship, fine and applied arts, humanities and tourism, innovative technology and innovation, and law. Additionally, the International College of Bangkok University provides the same curriculum for international students.</p> <p>This study focuses on Bangkok University as a case study, recognising the institution's proactive response to disruptive threats and its preparedness for the new era of higher education. Presently, the university is facing a decline in postgraduate admissions, which can be attributed to the shifting competitive landscape in the digital economy, particularly affecting private universities. To navigate this changing landscape successfully, BU is embracing innovation, adopting new technologies, and fostering agility in programme development to align with the demands of the job market. Additionally, the university aims to strengthen partnerships with stakeholders and industry, ensuring that it meets the evolving expectations of its students.</p> <hd id="AN0179554891-6">Related literatures</hd> <p>Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.</p> <p>Famous quote with misattribution to Albert Einstein</p> <p>The metaphorical concept of 'vanilla flavour' symbolises an educational system that provides general knowledge across various disciplines to students (Bandera et al., [<reflink idref="bib2" id="ref12">2</reflink>]). However, the current curriculum falls short in delivering such broad information effectively, leading to a deceptive perception of universities as a source of generic knowledge.</p> <p>The traditional learning paradigm primarily focuses on skill development through the examination of past examples. However, the contemporary needs of students should prioritise value creation, the development of new products and services, and the realisation of opportunities (Bandera et al., [<reflink idref="bib2" id="ref13">2</reflink>]). Instead of relying on lecture-based knowledge transfer, knowledge production now emphasises socialisation, integrative thinking, combinative collocation, and the assimilation and codification of knowledge (Nonaka et al., [<reflink idref="bib19" id="ref14">19</reflink>]). The adoption of a new learning model necessitates student engagement and interactions facilitated by the instructor.</p> <p>In the twenty-first century, education must adopt a customer-centric approach that tailors the learning process to meet the specific needs of each student (Kourgiantakis & Lee, [<reflink idref="bib10" id="ref15">10</reflink>]). Collective intelligence provides a solution to this challenge. Students now recognise that learning should be driven by their individual need to know, allowing them to focus more on areas of their education and interests that align with their capabilities and preferences. Leveraging digital and social technologies to enhance the student experience, grouping students with diverse skills and expertise across multiple disciplines to collaborate on specific tasks becomes the preferred approach (Cabellon & Junco, [<reflink idref="bib6" id="ref16">6</reflink>], Kazimirov, [<reflink idref="bib9" id="ref17">9</reflink>]).</p> <hd id="AN0179554891-7">Design thinking in educational sector</hd> <p>Design Thinking serves as the fundamental principle of modern education in the digital age of innovation. It emphasises the importance of defining problem boundaries to ensure that relevant questions are addressed, enabling problem-solving with a creative mindset in everyday situations (Panke, [<reflink idref="bib21" id="ref18">21</reflink>]). A key aspect of Design Thinking lies in approaching problems from the learner's perspective, identifying viable solutions, engaging in discussions to determine the most probable answers, developing prototypes, and continuously reviewing and modifying the design to meet customer demands.</p> <p>At the core of Design Thinking is the interdisciplinary collaboration (Panke, [<reflink idref="bib21" id="ref19">21</reflink>]). By involving multiple disciplines, a broader range of scenarios can be analysed, and integrated solutions can be developed (Matthews & Wrigley, [<reflink idref="bib16" id="ref20">16</reflink>]). Establishing a curriculum that embraces the Design Thinking approach requires extensive participation and interaction among a diverse group of students. A co-creative mindset is encouraged, where failure is viewed as an opportunity for learning and innovation (Panke, [<reflink idref="bib21" id="ref21">21</reflink>]).</p> <hd id="AN0179554891-8">Design thinking for business curriculum design</hd> <p>According to Tu et al. ([<reflink idref="bib29" id="ref22">29</reflink>]), Design Thinking has proven to enhance education by promoting student engagement and facilitating discussions on design-related issues. It also strengthens student-instructor relationships by encouraging active participation in the classroom. Furthermore, Design Thinking is linked to the development of students' desired abilities and skills that align with the future demands of professional environments. Wrigley and Straker ([<reflink idref="bib33" id="ref23">33</reflink>]) research suggests that the concept of product development should be integrated into the Design Thinking curriculum. This approach enables problem identification centred around people, ideation, prototyping of solutions, management of multidisciplinary collaboration, decision-making processes, and the cultivation of an entrepreneurial mindset. Linton and Klinton ([<reflink idref="bib13" id="ref24">13</reflink>]) argue that the adoption of Design Thinking in institutional education necessitates real-world problem-solving, requiring connections with users and customers beyond the confines of the classroom. They propose a five-step process involving problem recognition, problem interpretation, idea generation, prototyping, and finalisation of solutions.</p> <p>Design Thinking plays a crucial role in curriculum development (Glen et al., [<reflink idref="bib7" id="ref25">7</reflink>], Lor, [<reflink idref="bib14" id="ref26">14</reflink>], Matthews & Wrigley, [<reflink idref="bib16" id="ref27">16</reflink>], Melles et al., [<reflink idref="bib18" id="ref28">18</reflink>], Panke, [<reflink idref="bib21" id="ref29">21</reflink>], Sarooghi et al., [<reflink idref="bib24" id="ref30">24</reflink>]). It incorporates the needs of students while considering the perspectives of the job market. The iterative process of ideation allows for continuous brainstorming and prototyping of various curriculum components, instructional strategies, and assessment methods with feedback from stakeholders. This iterative approach redefines and enhances curriculum effectiveness through continuous improvement. Design Thinking promotes collaboration among stakeholders in the educational industry, engaging all relevant parties in the programme design process. This fosters creativity, adaptability, and continuous improvement in curriculum development within the university.</p> <p>The field of higher education in Business Management primarily adopts curriculum design practices. However, due to the inadequately structured programmes, the development of such curricula remains a work in progress (Matthews & Wrigley, [<reflink idref="bib16" id="ref31">16</reflink>]). With the human-centred design principles, Design Thinking emerges as a reliable approach for strategic curriculum design. This leads us to the first research question.</p> <hd id="AN0179554891-9">RQ 1:</hd> <p>In what ways can Design Thinking be utilised in designing the curriculum for a Business Management Programme?</p> <hd id="AN0179554891-10">Design thinking for university services</hd> <p>In her analysis of Design Thinking in formal higher education, Panke ([<reflink idref="bib21" id="ref32">21</reflink>]) concluded that Design Thinking is not only relevant for curriculum design but also widely applied in instructional design, course material development, teaching strategy development, facilitation techniques, process and product development, leadership development, and organisation development. Design Thinking emphasises the integration of real-world work-life problems, divergent thinking, and aligning problems with appropriate solutions (Glen et al., [<reflink idref="bib7" id="ref33">7</reflink>], Matthews & Wrigley, [<reflink idref="bib16" id="ref34">16</reflink>]). The key to adopting Design Thinking in a corporate setting lies in recognising its potential impact and utilising it as a design process (Matthews & Wrigley, [<reflink idref="bib16" id="ref35">16</reflink>]). Numerous studies indicate that companies incorporating Design Thinking in the design of their products and services perform better economically in the marketplace (Borja de Mozota, [<reflink idref="bib4" id="ref36">4</reflink>], Nussbaum, [<reflink idref="bib20" id="ref37">20</reflink>]). Applying Design Thinking is a sensible approach for problem-solving and enabling business services (Brown, [<reflink idref="bib5" id="ref38">5</reflink>]). This raises the question of whether Design Thinking can be applied to the design of university services.</p> <hd id="AN0179554891-11">RQ 2:</hd> <p>What is the process for developing modern university service engagement services using the Design Thinking approach?</p> <hd id="AN0179554891-12">Design thinking design paradigm</hd> <p>Liedtka's ([<reflink idref="bib12" id="ref39">12</reflink>]) Design Thinking paradigm follows a sequence of questions, including the 4W questions of 'What is?', 'What if?', 'What wows?', and 'What works?' at each design stage. The design process begins by identifying the specific service to be offered, followed by analysing the customer journey throughout the service's lifecycle. Service mapping becomes a crucial step in this process. At each delineation point within the service, the five design questions are applied to arrive at the best possible solution. The immediate outcomes include the development of a service concept and a prototype. In order to co-create and co-evolve the service, it is essential to involve customers in testing the ideas.</p> <p>Applying Lietka's design paradigm, the following steps are derived:</p> <p></p> <ulist> <item> Identify the service or curriculum to be designed.</item> <p></p> <item> Map the customer journey when selecting this service.</item> <p></p> <item> Brainstorm and engage with programme design stakeholders to gather their ideas, concerns, practicality, and risks.</item> <p></p> <item> Develop the service concept, create a prototype, and define the testing methods.</item> <p></p> <item> Involve designated customers in the experiential testing and reflection process.</item> </ulist> <hd id="AN0179554891-13">Characteristics of educational institutes in the digital economy</hd> <p>This section explores the nature of education, an educational institute can provide to the learners.</p> <hd id="AN0179554891-14">Learners approach educators directly</hd> <p>Weller ([<reflink idref="bib31" id="ref40">31</reflink>]) discussed the prevalent emergence of platform-based businesses in the digital economy, highlighting the appealing freemium business model utilised by these enterprises. This model enables online courses that bypass traditional educational institutions, connecting students directly with professors. The shift in curriculum focus is towards unbundling, allowing students to choose specific subjects they wish to study.</p> <p>The characteristics associated with unbundling education (McCowan, [<reflink idref="bib17" id="ref41">17</reflink>], Wang & William, [<reflink idref="bib30" id="ref42">30</reflink>]) can be summarised as follows. Firstly, it requires a significant time investment to achieve desired outcomes (Weller, [<reflink idref="bib31" id="ref43">31</reflink>]). Secondly, it embraces geographical and academic diversity. Thirdly, the multitude of available subjects makes curriculum development a challenging and inefficient process. Finally, this approach may be more suitable for mature students who possess a clear understanding of their goals.</p> <p>Conversely, an unbundling curriculum may not be optimal for novice students who are uncertain about their career paths. Collaboration and teamwork play crucial roles in acquiring skills and experiences (Wang & William, [<reflink idref="bib30" id="ref44">30</reflink>]). When learning becomes an individual endeavour tailored to each student's needs, there is a decrease in peer interaction. Furthermore, concerns arise regarding the separation of research and education, maintaining educational quality, and the potential impact on future social connections and knowledge development (McCowan, [<reflink idref="bib17" id="ref45">17</reflink>], Wang & William, [<reflink idref="bib30" id="ref46">30</reflink>]).</p> <hd id="AN0179554891-15">The rapid emergence of exponential technologies as curriculum components</hd> <p>The rapid advancement of exponential technologies, such as artificial intelligence, robotics, renewable energy, biotechnology, nanomaterials, and green initiatives, has brought about a significant transformation in the business landscape (Penprase, [<reflink idref="bib22" id="ref47">22</reflink>]). This shift has also had a profound impact on social and educational institutions. While technical skills are increasingly emphasised as a core requirement in the corporate world, concerns arise regarding ethical reasoning, multicultural sensitivity, and humanistic values. It is imperative for new graduates to contribute to the development of sustainable wisdom and competence that can benefit future generations.</p> <p>In a dynamic and complex environment, technical knowledge serves as the foundation for educational progress. Therefore, it is crucial for knowledge workers of the future to possess a solid technical knowledge base (Penprase, [<reflink idref="bib22" id="ref48">22</reflink>]). Alongside emotional intelligence and social skills, the development of students' technical capabilities in areas such as teamwork and collaboration becomes a key objective. This multifaceted approach aims to prepare individuals to thrive in a rapidly changing world.</p> <hd id="AN0179554891-16">Reskilling, upskilling, and life-long learning</hd> <p>The contemporary business management environment, characterised by volatility, uncertainty, complexity, and ambiguity (VUCA), presents significant challenges (Bennett & Lemoine, [<reflink idref="bib3" id="ref49">3</reflink>]). As early as 1945, John Paul Allen, a professor at Temple University, acknowledged that 'uncertainty is the only certainty'. The presence of VUCA necessitates a re-evaluation of work, leading to the development of new competencies in the workforce (Hong & Will, [<reflink idref="bib8" id="ref50">8</reflink>]). Individuals must continuously update their knowledge and skills to thrive in this VUCA environment. In this context, universities play a vital role as a resource for reskilling and upskilling individuals and companies, equipping them with the necessary skills for future jobs (Sasmita & Kumar, [<reflink idref="bib25" id="ref51">25</reflink>]). The new education paradigm must emphasise reskilling, upskilling, unlearning, and relearning (Hong & Will, [<reflink idref="bib8" id="ref52">8</reflink>]).</p> <p>Efforts towards skill upgrading and reskilling should be continuous. To begin, learners must shift their perspectives on learning, recognising that the boundaries between disciplines have become blurred. Additionally, adopting a new mindset for learning is crucial, one that embraces initiatives, teamwork, critical thinking, problem-solving, adaptability, and resilience (Hong & Will, [<reflink idref="bib8" id="ref53">8</reflink>]). These qualities will enable individuals to navigate the challenges posed by a VUCA environment and thrive in an ever-evolving professional landscape.</p> <hd id="AN0179554891-17">Development of future workforce competencies</hd> <p>Rieckmann ([<reflink idref="bib23" id="ref54">23</reflink>]) conducted a study on workforce competencies in the digital innovation economy. The research identified nine core competencies that are essential in this context: systemic thinking, anticipatory thinking, critical thinking, team cooperation, participation, empathy, multidisciplinary work, communication, planning, and assessment. Moreover, the study emphasised the importance of ambiguity tolerance (p. 132). In the digital economy, lifelong learning, personal attitude, reliability, and IT skills are considered crucial for the workforce (Siddoo et al., [<reflink idref="bib27" id="ref55">27</reflink>]). Consequently, it is imperative for colleges to create a conducive learning environment that fosters the development of these competencies through effective teaching and instruction.</p> <hd id="AN0179554891-18">Education institution service offering</hd> <p>Xing and Marwala ([<reflink idref="bib34" id="ref56">34</reflink>]) propose that universities operating in the digital economy should offer a range of services. They suggest that universities should consider the higher education system as a platform-based service, providing easy access to learning materials and customised curricula. They also emphasise the concept of Education-as-a-Service, where education and technology are integrated to ensure affordable and accessible learning opportunities without compromising academic support and management. Additionally, they highlight the importance of internationally linked programmes that transcend geographical boundaries, promoting education in diverse locations and cultures through collaboration between local and international education providers.</p> <p>Smith ([<reflink idref="bib28" id="ref57">28</reflink>]) offers a fresh perspective on university services by examining the transformation of Singaporean universities. He explores various initiatives such as Massive Open Online Courses (MOOCs) with blended learning, the unbundling of degree offerings into micro mastery programmes, partnership programmes with businesses (B2B or B2C), and the customisation of standard curricula to meet individual needs.</p> <p>World Economic Forum ([<reflink idref="bib32" id="ref58">32</reflink>]) emphasises six priority areas for universities in terms of service offerings. These areas include the development of fundamental soft skills, the provision of quality primary education, promoting lifelong learning opportunities, offering relevant continuing education programmes, ensuring digital literacy, and fostering educational innovation.</p> <hd id="AN0179554891-19">Design scoping and research methodology</hd> <p></p> <hd id="AN0179554891-20">Design scoping</hd> <p>Based on the review of relevant literature, the design scope of university services in this study encompasses the following aspects:</p> <p></p> <ulist> <item> Designing a comprehensive and advanced Business Management Programme.</item> <p></p> <item> Establishing the university as a platform that encourages continuous engagement and participation from learners.</item> <p></p> <item> Integrating teaching and learning technologies into the educational process.</item> <p></p> <item> Bundling reskilling and upskilling initiatives to promote lifelong learning achievements.</item> <p></p> <item> Ensuring equal educational opportunities, allowing students with limited resources to access education.</item> <p></p> <item> Incorporating multinational students into the student network ecosystem and facilitating collaboration and exchange with international educational institutions.</item> <p></p> <item> Supporting a ubiquitous learning environment that enables learning anytime and anywhere.</item> <p></p> <item> Promoting collaborative and multidisciplinary knowledge exchange in different learning modes.</item> <p></p> <item> Providing opportunities for learners to explore potential future business prospects.</item> <p></p> <item> Acting as research service providers for business partners within the country or region.</item> </ulist> <p>These design aspects serve as the focal points for the development of university services in this study.</p> <hd id="AN0179554891-21">Research design framework</hd> <p>Based on the aforementioned coverage of service areas, the integration of the 10 required service scopes is presented in a comprehensive service offering framework, as illustrated in Figure 1. This framework consists of four distinct layers: the design principle layer, the university governance layer, the service infrastructure layer, and the curriculum and competency development layer, culminating in the service offering layer.</p> <p>Graph: Figure 1. Educational institution service provisioning architecture for the age of the digital economy.</p> <p>The service offering layer serves as the interface for all stakeholders involved. Each service within this layer embodies the service engagement characteristics derived from the curriculum and competency development layer. These different types of engagements are interconnected with various service access points within the infrastructure layer. It is important to note that all interconnections are governed by consistent policies, processes, and procedures established in the governance layer. Ultimately, the design and development of the curriculum and services adhere to the fundamental principles of Design Thinking, which serves as the underlying design paradigm originating from the design principle layer.</p> <p>Overall, this framework provides a holistic approach to service delivery, ensuring that all necessary components are seamlessly integrated to meet the needs and expectations of the stakeholders involved.</p> <hd id="AN0179554891-22">Curriculum design paradigm</hd> <p>In order to design the Business Management curriculum, the initial step involves creating a customer journey map. This map encompasses the entire lifecycle of establishing a business and identifies key stages such as New Product Development (Ideation), strategizing business commercialisation (Strategizing), planning for commercialisation (Planning), securing financial resources (Financing), conducting market testing and channelling (Marketing), launching and growing the business (Launch & Growth), managing the product or service (Mgmt.), addressing patenting and legal aspects (Legal), and handling HR managerial concerns (HR). Additionally, considering academic requirements, certain university tracks may require students to focus on academic education streams, including Data Gathering, Literature Review (Lit. Review), and Data Finding and Processing (Data Finding & Analytics), which should also be incorporated into the student journey.</p> <p>At each demarcation step, courses are carefully examined by applying Lietka's 4W questions ('What is?', 'What if?', 'What wows?', and 'What works?') to ensure comprehensive coverage and contextual relevance. This approach helps in crafting a well-rounded and tailored curriculum that addresses both practical business aspects and academic considerations.</p> <hd id="AN0179554891-23">Data collection and processing</hd> <p>A qualitative approach is employed to investigate and gain insights into the experiences, perceptions, behaviours, and social contexts of students and stakeholders. This approach aims to uncover nuances, contradictions, and subtleties within student behaviours and social phenomena. Bangkok University (BU) recognises the need to redesign its curriculum programme and business engagement model, as well as explore the complexities of academic and business processes associated with student behaviours. The qualitative approach serves as a valuable tool to support these endeavours.</p> <p>Data collection primarily involves interviews and organised brainstorming sessions. The process consists of four steps, utilising a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis.</p> <p>Table 1. Data collection.</p> <p> <ephtml> <table><thead><tr><td>No.</td><td>Method</td><td>Department</td><td>Type of participants</td><td>No. of Sessions</td></tr></thead><tbody><tr><td>1</td><td>Interview</td><td>International College</td><td>1 × Senior VP, 1 × Dean, 2 × faculties</td><td>4</td></tr><tr><td>2</td><td>Interview</td><td>Department of Architecture</td><td>1 × Dean, 1 × faculty</td><td>2</td></tr><tr><td>3</td><td>Interview</td><td>Department of Humanity and Tourism</td><td>1 × Dean, 1 × faculty</td><td>2</td></tr><tr><td>4</td><td>Interview</td><td>Institute for Knowledge and Innovation</td><td>1 × Director, 2 × faculties</td><td>3</td></tr><tr><td>5</td><td>Interview</td><td>Student programme development department</td><td>1 × Director</td><td>1</td></tr><tr><td>6</td><td>Facilitated brainstorming with SWOT</td><td>International college</td><td>3 × faculties</td><td>1</td></tr><tr><td><bold>Total</bold></td><td><bold>13</bold></td></tr></tbody></table> </ephtml> </p> <p> <bold>Step 1</bold> involves exploratory interviews with faculty members from various departments to understand how they perceive the opportunities for BU in responding to the disruptive threats in the education industry. A total of 13 sessions and 15 interviews were conducted, involving academic staff across different domains. Please refer to Table 1 for more details.</p> <p>Following the interviews, a brainstorming session is held to validate and further discuss the university's strengths, weaknesses, and opportunities in response to the identified disruptive threats.</p> <p> <bold>Step 2</bold> focuses on formulating strategies to leverage identified strengths, capitalise on potential opportunities, address weaknesses, and mitigate threats. This step incorporates a TOWS (Threat, Opportunity, Weakness, and Strength) analysis, which helps align university capabilities with opportunities and mitigate external threats. The combined use of SWOT and TOWS facilitates the development of robust and reliable strategies.</p> <p> <bold>Step 3</bold> involves integrating information from the TOWS matrix with the University Program and Service Design Model (see Figure 1). This step generates an integrated design for programmes that enable the university to be highly competitive in the digital economy.</p> <p> <bold>Step 4</bold> entails reviewing information from other universities, including online resources and university websites, to explore similar courses and consulting services offered in the field of Business Innovation. By comparing BU's offerings with those of similar universities in terms of type, size, curriculum, and service engagement, a competitive educational platform can be developed within the disruptive environment.</p> <p>Overall, the combination of qualitative data collection methods, SWOT and TOWS analysis, and a comprehensive review of offerings from other universities contributes to the development of a competitive educational platform for BU in the digital economy.</p> <hd id="AN0179554891-24">Analytic of findings and design results</hd> <p>In Step 1, as part of the aforementioned process, the outcomes of the interviews and group brainstorming sessions are compiled and presented in Table 2. The table showcases the findings categorised into a SWOT matrix, organised according to the different knowledge domains within the university.</p> <p>Table 2. Results from the facilitated SWOT analysis session.</p> <p> <ephtml> <table><thead><tr><td>Strength What is BU Strengths in your eyes?</td><td>Weakness What are the weaknesses that need to be addressed?</td><td>Opportunity What kind of opportunities do you see?</td><td>Threat What are the threats that you see to education in the digital economy?</td></tr></thead><tbody><tr><td><italic>International College</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Bound for Online Learning:</p></list-item></list> ○ Try to provide fully qualified online degrees. <list list-type="Bullet"><list-item><p>CSR Project (4 years) fundraising.</p></list-item><list-item><p>Marketing Competition with real cases from actual companies.</p></list-item><list-item><p>Computer Graphic (Artwork, Short movies).</p></list-item><list-item><p>Biz. English.</p></list-item><list-item><p>E-Sport (MOU with Garena, the video games developer).</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Lack of infrastructure:</p></list-item></list> ○ Have a dedicated unit as a profit centre to interconnect internal resources with external customer's requirements. ○ Do governance, control, connect, collaborate, charter. ○ Clear out role & responsibility, benefit/earning/incentives. <list list-type="Bullet"><list-item><p>Only part-time instructors (still doubt with consultant capabilities).</p></list-item><list-item><p>Do not know who is doing what and who is good at what.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Teach faculty staff.</p></list-item><list-item><p>Perform full-blown Mktg. activities.</p></list-item><list-item><p>Projects:</p></list-item></list> ○ Done by faculties, not students. ○ Univ. provides all resources. ○ Doing for profit,not charity <list list-type="Bullet"><list-item><p>CSR project:</p></list-item></list> ○ Funding from int. org. ○ Involves ambassador, int. org., NGO. <list list-type="Bullet"><list-item><p>Biz. Eng. Training (Short course, online, instructor-led).</p></list-item><list-item><p>Reference to a real-world setting is required.</p></list-item><list-item><p>VR, AR development to provide content (build biz. on this).</p></list-item><list-item><p>Explore int. org. for fund-giving/fund-needing criteria.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>The mindset of believing the US or UK (White) speaking only (this is seen as racism) when it comes to English teaching school.</p></list-item><list-item><p>Lack of real expertise with certified professional qualification</p></list-item></list> ○ To work as a consultant. <list list-type="Bullet"><list-item><p>University is sensitive to the result of ranking indexes and opinion surveys.</p></list-item></list></td></tr><tr><td><italic>Humanity Science and Tourism</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Ability to develop measurement indexes and national survey campaign.</p></list-item><list-item><p>Vital programmes and research in the field of Humanity and Social Science, Business Management, Mass Communication, and Digital Media.</p></list-item><list-item><p>Education and research are recognised in the international arena.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Research goes direct to the researchers without knowledge of the university.</p></list-item><list-item><p>University lacks process guidance for operational excellence.</p></list-item><list-item><p>Traditional university education does not allow students to have freedom in curriculum selection and design.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Develop/find national measurement indexes.</p></list-item><list-item><p>Provide consulting service with a fee.</p></list-item><list-item><p>Areas of improvement are Internal Control, Performance, Efficiency of Resources Utilisation, Operational Performance & Measurement.</p></list-item><list-item><p>Need Analysis and Report.</p></list-item><list-item><p>Aim to be a listed company in the Stock Market.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Regarding marketing research, foreign companies always have the job, not the university.</p></list-item></list></td></tr><tr><td><italic>Department of Architecture</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Urban Planning.</p></list-item><list-item><p>Information on geo-spatial data in the surrounding area.</p></list-item><list-item><p>BU students aim to build startups.</p></list-item><list-item><p>Infrastructure around the university area is ready to serve startups.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>No information on who is doing what.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Push for more startups in the area.</p></list-item><list-item><p>Pitching activities to promote settlement of startup.</p></list-item></list></td><td /></tr><tr><td><italic>Institute for knowledge and innovation management (IKI)</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Strong consulting capabilities with high dynamic teams.</p></list-item><list-item><p>Strong network relations with external innovation agency.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Thai content.</p></list-item><list-item><p>Rely only on sources from the internal IKI team and outside team on the IKI network.</p></list-item><list-item><p>Little coordination with other units in BU.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Develop innovative culture and management practices for many organisations in Thailand.</p></list-item><list-item><p>Development of Thai standard of measurement of KM and Innovation practice.</p></list-item></list></td><td /></tr><tr><td><italic>Student programme Development Department</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Ability to develop international students in Business Management.</p></list-item><list-item><p>Programme establishment is conducted on a project-based basis.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>The Likert scale does not work.</p></list-item><list-item><p>Need new initiatives in this area.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Plenty of assistive funding with information on the UN & WEF website.</p></list-item><list-item><p>Education in Thailand is considered a foreign country study in favour of international students.</p></list-item><list-item><p>BU is not exploring the development programme in this space yet.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Another university had won a contract to develop Laos students in Stock Market establishment & management. In addition, that university has a robust local connection through the nation's chamber of commerce network.</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>In Step 2, utilising the insights gathered from Table 2, a comprehensive analysis is conducted to map the results onto the TOWS matrix. This mapping allows for the identification of areas where the university can leverage its capabilities, seize potential benefits, address and eliminate threats, and mitigate weaknesses. The information obtained from this analysis is then utilised to formulate strategies that enable the university to capitalise on emerging opportunities while mitigating potential risks, as illustrated in Table 3. It is important to note that each department within the university possesses unique strengths that can be utilised to leverage and capitalise on new opportunities.</p> <p>Table 3. TOWS matrix analysis.</p> <p> <ephtml> <table><thead><tr><td>Strength to Opportunity (SO)</td><td>Strength to threat (ST)</td><td>Opportunity to Weakness (OW)</td><td>Opportunity to Threat (OT)</td></tr></thead><tbody><tr><td><italic>International college</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Package offering services and do direct selling to companies.</p></list-item><list-item><p>Established agile teams led by faculties.</p></list-item><list-item><p>Associate with Int. Org. on supporting SDG.</p></list-item><list-item><p>Package offering services and do direct selling to companies.</p></list-item><list-item><p>Established agile teams led by faculties.</p></list-item><list-item><p>Associate with Int. Org. on supporting SDG.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Open short course on English and other language using BU instructors, focusing on Biz. Lang.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Set up Biz. Function to interact with outside entities.</p></list-item><list-item><p>Develop Consultant Capabilities as core competencies for faculties.</p></list-item><list-item><p>Do internal KM.</p></list-item><list-item><p>Set up Biz. Function to interact with outside entities.</p></list-item><list-item><p>Develop Consultant Capabilities as a core competency for faculties.</p></list-item><list-item><p>Do internal KM.</p></list-item></list></td><td /></tr><tr><td><italic>Humanity and tourism</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Focus on specific areas and develop BU indexes for the country.</p></list-item><list-item><p>Set up Social Science Lab equipped with all necessary facilities and tools.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>The measurement index developed follows the WEF guideline.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Process improvement consulting services.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Collect national measures for comparison.</p></list-item></list></td></tr><tr><td><italic>Department of architecture</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Dept. of Architecture can help with promotions of historical places and tourist attractions in the area.</p></list-item><list-item><p>Build students with a digital economy curriculum.</p></list-item><list-item><p>Sustainable neighbourhood development.</p></list-item><list-item><p>Co-working space to incubate ideas.</p></list-item></list></td><td /><td /><td><list list-type="Bullet"><list-item><p>Positive on engaging the 90% neighbourhood.</p></list-item></list></td></tr><tr><td><italic>Institute of knowledge and innovation management (IKI)</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Develop assessment standards and push for measurement with the Thai government or power consulting firm.</p></list-item><list-item><p>Having strong consulting capabilities to offer as a service on Knowledge and Innovation Management.</p></list-item></list></td><td /><td><list list-type="Bullet"><list-item><p>Establish the Center of Excellent (CoE).</p></list-item><list-item><p>Lead to perform internal KM.</p></list-item></list></td><td /></tr><tr><td><italic>Student programme development Department</italic></td></tr><tr><td><list list-type="Bullet"><list-item><p>Closely monitor the emerging international funding support programme.</p></list-item><list-item><p>Explore the Web to look for an opportunity.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Be competitive in this space.</p></list-item></list></td><td /><td><list list-type="Bullet"><list-item><p>Try different sectors.</p></list-item><list-item><p>Set the programme development as KPI and establish a long-term programme.</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>In Step 3, the information derived from the TOWS analysis is utilised to design the university's service offerings, using the Academic Program Design Model as a framework (refer to Figure 1). The gathered insights are structured and organised to analyse and normalise the service offerings. The results of this analysis are presented in Table 4, providing a comprehensive overview of the designed service offerings based on the synthesised information.</p> <p>Table 4. Capability to Opportunity mapping and defining of offering services.</p> <p> <ephtml> <table><thead><tr><td>International College</td><td>Dept. of Architecture</td><td>Dept. of Humanity & Tourism</td><td>Inst. For Knowledge & Innovation</td><td>Dept. of Student Programme Dev.</td><td /><td>Design of Services</td></tr></thead><tbody><tr><td><bold>Curriculum and Competencies Development</bold></td><td /><td /></tr><tr><td><list list-type="Bullet"><list-item><p>Associate with Int. Org. on supporting SDG</p></list-item><list-item><p>Package offering services and do direct selling to companies</p></list-item><list-item><p>Open short course on English and other language using BU instructors, focusing on Biz. Lang.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Dept. of Architecture can help with promotions of historical places and tourist attractions in the area</p></list-item><list-item><p>Sustainable neighbourhood development.</p></list-item><list-item><p>Co-working space to incubate ideas.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Focus on specific areas and develop BU indexes for the country.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Develop assessment standards and push for measurement with the Thai government or power consulting firm.</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Set the programme development as KPI and establish a long-term programme.</p></list-item></list></td><td><bold>→</bold></td><td><list list-type="Bullet"><list-item><p>Sustainable Development programme that helps support SDG</p></list-item><list-item><p>National Innovation Maturity Measurement Program (BU as CoE)</p></list-item><list-item><p>University as Research Comp-anion to Corporate Enterprise</p></list-item><list-item><p>Short courses for public enrollment</p></list-item></list></td></tr><tr><td><bold>Curriculum and Competencies Development</bold></td><td /><td /></tr><tr><td><list list-type="Bullet"><list-item><p>Established agile teams led by faculties</p></list-item><list-item><p>Develop Consultant Capabilities as core competencies for faculties</p></list-item></list></td><td /><td><list list-type="Bullet"><list-item><p>The measurement index developed follows the WEF guideline</p></list-item><list-item><p>Collect national measures for comparison</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Having strong consulting capabilities to offer as a service on Knowledge and Innovation Management</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Explore the Web to look for an opportunity</p></list-item><list-item><p>Be competitive in this space</p></list-item></list></td><td><bold>→</bold></td><td><list list-type="Bullet"><list-item><p>Consulting skills for faculties</p></list-item><list-item><p>Skill in agile project manag-ement</p></list-item><list-item><p>Construct database on innovation maturity level</p></list-item></list></td></tr><tr><td><bold>Infrastructure</bold></td><td /><td /></tr><tr><td><list list-type="Bullet"><list-item><p>Set up Biz. Function to interact with outside entities</p></list-item></list></td><td /><td><list list-type="Bullet"><list-item><p>Set up Social Science Lab equipped with all necessary facilities and tools</p></list-item><list-item><p>Process improvement consulting services</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Establish the Center of Excellent (CoE)</p></list-item></list></td><td /><td><bold>→</bold></td><td><list list-type="Bullet"><list-item><p>Establish a proxy office for service and contact</p></list-item></list></td></tr><tr><td><bold>University Governance</bold></td><td /><td /></tr><tr><td><list list-type="Bullet"><list-item><p>Package offering services and do direct selling to companies.</p></list-item><list-item><p>Do internal KM</p></list-item></list></td><td /><td /><td><list list-type="Bullet"><list-item><p>Lead to perform internal KM</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>Closely monitor the emerging international funding support programme</p></list-item><list-item><p>Try different sectors</p></list-item></list></td><td><bold>→</bold></td><td><list list-type="Bullet"><list-item><p>Establish learning environment and process for faculty members</p></list-item><list-item><p>Establish network of funding and career opportunity</p></list-item></list></td></tr><tr><td><bold>Design Principle</bold></td><td /><td /></tr><tr><td /><td><list list-type="Bullet"><list-item><p>Build students with a digital economy curriculum.</p></list-item></list></td><td /><td /><td /><td><bold>→</bold></td><td><list list-type="Bullet"><list-item><p>Utilise Design Thinking principle</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>Figure 2 summarises the possible services BU can offer to students and all stakeholders. This answer the Research Question 2: 'What is the process for developing modern university service engagement services using the Design Thinking approach?'</p> <p>Graph: Figure 2. University-as-a-service offering scheme.</p> <p>In Step 4, a brief description of the identified University Offering Services is extracted.</p> <p>First, we have the Research Service, which capitalises on the university's core strengths in social sciences and business management. By focusing on this service, the university can attract clients who recognise the institution's research expertise and infrastructure.</p> <p>Second, we aim to enhance the International Program and Skill Development. By strengthening our international ties and expanding our network, we can increase the university's global visibility and appeal.</p> <p>Third, our focus is on Sustainable Development Goals (SDGs) outlined by the UNDP. This service facilitates client participation in Corporate Social Responsibility (CSR) programmes, enabling engagement with the business sector and local community in ecosystem development.</p> <p>Fourth, we have Consulting Services. The university possesses the necessary resources and quality to provide exceptional consulting services. However, establishing a separate legal entity to manage legal and compensation matters is essential to ensure clients do not directly contact researchers. Success in this unit relies on identifying specialists in each field, fostering collaboration, and efficiently managing research facilities.</p> <p>Fifth, our aim is to establish and develop a Center of Excellence. This requires the university to design a national measurement index and monitor national performance. Recognition from the government regarding our capacity to measure national objectives is crucial in this area.</p> <p>Sixth, we envision the institution serving as a training ground for startups, known as Startups-as-a-Service. Leveraging the university's alumni network and corporate contacts, we can provide support to new business ventures. Acting as a central hub, we can connect students, experts, alumni, and potential investors, serving as an incubator for nurturing and assisting startups. By offering business expertise and access to capital, we enhance our reputation as an ecosystem business partner. Figure 3 illustrates the potential services provided by the institution.</p> <p>Graph: Figure 3. Business Entrepreneurial and Innovation Management programme template.</p> <p>To accomplish these goals, the establishment of a separate business service unit is necessary. This unit will act as an intermediary between external business parties, internal knowledge, and facility resources. It will serve as a gateway for business liaison and provide all necessary legal services. As the single point of contact, this unit will address the concerns of academic researchers, including innovation, intellectual property rights, and compensation. Internal cooperation is key to the University-as-a-Service (UaaS) concept. Rather than offering services based on individual departments, the university will present itself as a cohesive entity, emphasising economic and value growth while leaving business acumen to the specialised unit.</p> <p>In Step 4, Table 5 provides detailed information on the services offered by various colleges within the university. These services are categorised into three types of partnerships: strategic, operational, and transactional. Strategic partnerships involve collaborating with corporations to develop strategic initiatives for their business development. Operational partnerships entail companies utilising university facilities and employees for routine problem-solving in their operations. Lastly, transactional partnerships involve corporations seeking assistance from the university to address unique challenges.</p> <p>Table 5. Business-university service engagement.</p> <p> <ephtml> <table><thead><tr><td>University</td><td>Client</td><td>Partnership Type</td><td>Service type</td><td>Service Details</td></tr></thead><tbody><tr><td>University of Melbourne</td><td>Cisco-Microsoft-Intel</td><td>Operational</td><td>Student Development</td><td>Develop unique skills to fit the requirements of the clients for worldwide science and engineering staff development</td></tr><tr><td>Aalto University</td><td>Industrial Cluster in Finland</td><td>Strategic</td><td>Student Development</td><td>Develop cross-disciplinary programme</td></tr><tr><td>UC Berkley</td><td>BP</td><td>Strategic</td><td>Science and Engineering R&D</td><td>Lab on Bioengineering research</td></tr><tr><td>Technical University of Munich</td><td>AUDI AG</td><td>Strategic</td><td>Science and Engineering R&D</td><td>The client's lab does Short-term engineering research while the long-term future tech. is assigned to the university</td></tr><tr><td>Karolinska Institute</td><td>Swedish pharma industry</td><td>Operational</td><td>Science and Engineering R&D</td><td>Project-based research on Biomedical</td></tr><tr><td>Imperial College</td><td>General client</td><td>Operational</td><td>Science and Engineering R&D</td><td>Connecting research facilities and researchers</td></tr><tr><td>U. California Network</td><td>All industry in California</td><td>Strategic</td><td>Science and Engineering R&D</td><td>Funded from the state of California on the annual fiscal budget for research activities</td></tr><tr><td>UC San Diego & UC Irvine</td><td>Telecom Industry</td><td>Strategic</td><td>Social Science and Economic Research</td><td>Separated activity on Telecom and IT scientific and Engineering research</td></tr><tr><td>University of Edinburgh</td><td>Scottish Industry</td><td>Transactional</td><td>All kinds of research & Consulting services</td><td>Business consultant and business research for new business settlement</td></tr><tr><td>University of Ohio</td><td>Ohio Business and Economic Development</td><td>Transactional</td><td>Business Chartering Assistant</td><td>Business consultant and business research for new business settlement</td></tr></tbody></table> </ephtml> </p> <p>From the evaluation of university services, the following may be deduced. First, many companies rely on universities to do technological and scientific research. Second, short-term research is conducted by the company's own research team, while the university is responsible for long-term research. Third, the local subsidiary firm can do research at a nearby institution, but the headquarters undertake research on a worldwide scale. Fourth, a diversified composition of the research team is crucial to the selection of university services. Inter-university research collaboration is a potential component in the preference's enhancement. Fifth, the firm is contacted to discuss research needs. As introduced above, client interaction activity and legal matters would have to be handled by a commercial company distinct from the University. Sixth, transactional interaction is appropriate for non-technical research. Seventh, transactional interaction may evolve into an operational engagement.</p> <p>To review the two-year higher education programme in the Business Entrepreneurial and Innovation Management curriculum, six universities are screened and compared. The offering curriculum is divided into two streams: business innovation management and academic research. The business innovation stream contains the courses offered that were developed and guided by the Design Thinking principle and the business process life cycle. The Design Thinking courses cover the define, ideate, select, prototype, and test process. The business process life cycle contains the process from strategizing, planning, testing, marketing, financing, HR, legal, and the launching and growing of products or services. The business innovation management stream is essential in business knowledge management, and the research stream is essential for academic research theses. For some universities where the curriculum is focused on pragmatic application, the academic research stream is seen as non-essential.</p> <p>Figure 3 is the curriculum designed guideline. A comparison of the breadth-coverage of the programme offered by each university is evaluated. The most versatile and in-breadth coverage are the programmes from Imperial Colleague and Grenoble in the spectrum of business innovation management. However, Grenoble also covers the research spectrum, while Imperial College does not. Others still have room for improvement. BU's Business Innovation programme has wide-scope coverage but lacks in some domains, especially in finance, HR, and Legal. HEC Paris, Imperial Colleague, University of California Marshall, and LUND University do not emphasise the academic stream. They focus on the practicality. This answer the Research Question 1: 'In what ways can Design Thinking be utilised in designing the curriculum for a Business Management Program?'</p> <hd id="AN0179554891-25">Discussion and conclusion</hd> <p>This research aims to address the disruptive forces affecting the educational service sector by establishing stronger connections between the university and the business ecosystem. It seeks to enhance the university's operational autonomy, pursue excellence in business practices, cultivate competent students as valuable resources for real-world business challenges, and ensure continuous personnel development. To achieve these objectives, the University-as-a-Service (UaaS) paradigm encompasses a comprehensive range of services.</p> <p>In this paper, we present a framework for designing university programmes and services that align with the demands of the digital economy. To illustrate the practical application of this framework, we have selected Bangkok University as a case study. The derived programmes were presented to BU's management to validate and confirm the process. The design model has undergone rigorous testing and has demonstrated both reliability and validity in its implementation.</p> <hd id="AN0179554891-26">Discussion</hd> <p>The next step after designing the programmes is to develop an action plan, which involves the establishment of infrastructure foundations, enhancement of faculty competencies, and the formulation of policies and processes. This phase requires significant time and resources, and effective planning and task prioritisation are crucial to ensure the smooth implementation of the entire range of offerings. It also necessitates a high level of collaboration among faculty members and some level of customisation in the processes.</p> <p>To guide the planning and prioritisation process, we have created a matrix (Figure 4) that classifies tasks into four quadrants. The top right quadrant represents tasks that require an extreme level of collaboration and a high degree of customisation. These tasks are typically the most challenging to accomplish. On the other hand, the lower bottom left quadrant represents tasks that are relatively easier and faster to accomplish, often referred to as 'quick wins' that can serve as a proof of concept. However, it is important to note that the tasks in the upper quadrants, despite being more difficult and time-consuming, yield high-value results.</p> <p>Graph: Figure 4. Degree of curriculum customization vs. Required level of collaboration.</p> <p>The degree of customisation is inversely related to the degree of standardisation. Tasks with higher customisation involve less standardisation, while those with greater standardisation are easier to follow and implement. Tasks in the lower quadrants can be developed within the department responsible for the process, as they involve more routine activities. Conversely, tasks in the upper quadrants necessitate a higher level of collaboration among different departments. As more individuals from various departments are involved, the complexity of task creation increases.</p> <p>Overall, the matrix provides a visual representation of the tasks, highlighting the level of collaboration, customisation, and standardisation required. It aids in identifying the challenges and potential quick wins, ensuring that the development process is well-planned and executed effectively.</p> <hd id="AN0179554891-27">Managerial implication</hd> <p>This study highlights the significance of integrating the Design Thinking paradigm into the design of higher education curricula. By incorporating the key principles of Design Thinking – ideate, empathise, define, test, and prototype – into the courses, a comprehensive and responsive programme curriculum can be created.</p> <p>In the context of modern business startups, managerial activities encompass a range of functions such as ideation, strategizing, planning, testing, marketing, financing, launch & growth, legal, HR, and managing. By applying the principles of Design Thinking to each of these activities, the curriculum can effectively prepare students for the dynamic and evolving business landscape.</p> <p>Furthermore, the study emphasises the importance of considering the Academic Research stream as an optional component within the curricula. Given the current business paradigm's focus on trial, testing, and learning, the inclusion of academic research as an add-on provides students with opportunities to engage in practical and experiential learning, rather than solely emphasising documentation.</p> <p>By adopting the Design Thinking paradigm and integrating it into every aspect of the programme curriculum, universities can ensure that students receive a holistic education that aligns with the needs and demands of the business world. This approach promotes innovative thinking, problem-solving skills, and an entrepreneurial mindset among students, enabling them to thrive in today's rapidly changing business environment.</p> <hd id="AN0179554891-28">Design limitations</hd> <p>Design Thinking, despite its merits, is not without its critics. Melles et al. ([<reflink idref="bib18" id="ref59">18</reflink>]) have identified several concerns regarding the approach. One of the key issues lies in the initial identification of real-world problems, which often relies on the limited perspectives and experiences of the students involved. This limitation can result in a narrow understanding of the problem space and potential solutions.</p> <p>Another challenge associated with Design Thinking is its non-linear nature. The process of ideation, decision-making, and prototyping requires extensive collaboration among team members from different disciplines. This interdisciplinary collaboration can be a complex task that demands effective knowledge sharing and integration across diverse fields. Furthermore, the prototyping phase can be arduous, involving trial and error, significant costs, and time investment. Consequently, the transfer and acquisition of knowledge in multidisciplinary learning settings may be fragmented and less effective (Scheer et al., [<reflink idref="bib26" id="ref60">26</reflink>]).</p> <p>While acknowledging these criticisms, it is important to recognise that Design Thinking is not a one-size-fits-all solution and may not be suitable for every context or problem. It is essential to critically evaluate its applicability and adaptability to specific situations, considering the limitations and challenges inherent in its implementation. By doing so, educators and practitioners can make informed decisions about when and how to leverage Design Thinking effectively, mitigating potential drawbacks and maximising its benefits in problem-solving and innovation processes.</p> <hd id="AN0179554891-29">Conclusion</hd> <p>In conclusion, this study has explored the design and implementation of a University-as-a-Service (UaaS) paradigm, focusing on the transformation of curricula and the engagement of universities with the business ecosystem. By adopting a qualitative approach, the study has examined student and stakeholder experiences, perceptions, behaviours, and social contexts, uncovering valuable insights to inform the redesign of university programmes.</p> <p>The findings of this research highlight the importance of integrating various service offerings within the UaaS framework to meet the evolving needs of the digital economy. The identified university offering services, such as research service, international programmes, sustainable development initiatives, consulting services, establishment of a Center of Excellence, and support for startups, demonstrate the potential for universities to actively contribute to the economic and social landscape.</p> <p>The development of an action plan based on the programme proposal and the prioritisation of tasks are crucial steps towards implementing the UaaS model effectively. The matrix classification of tasks provides guidance for collaboration and customisation, ensuring a balanced approach to service delivery and process standardisation.</p> <p>The incorporation of Design Thinking principles into curriculum design has been emphasised, enabling students to develop essential skills in problem-solving, innovation, and collaboration. However, it is important to acknowledge the limitations of Design Thinking, particularly in terms of problem identification and the challenges associated with multidisciplinary collaboration.</p> <p>Overall, this study contributes to the understanding of the UaaS paradigm and provides insights for universities seeking to enhance their engagement with the business ecosystem. By aligning curricula with the requirements of the digital economy, universities can foster competent students, strengthen their research capabilities, and establish themselves as valuable partners in addressing societal challenges.</p> <p>Moving forward, further research and implementation efforts are needed to refine and optimise the UaaS framework. Continuous evaluation and adaptation will be essential to ensure its effectiveness and relevance in an ever-changing business and educational landscape. By embracing the opportunities presented by the UaaS paradigm, universities can play a vital role in shaping the future of education and contributing to economic growth and social progress.</p> <hd id="AN0179554891-30">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0179554891-31"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Ally, M. (2019). International review of research in open and distributed learning competency profile of the digital and online teacher in future education. International Review of Research in Open and Distributed Learning Competency, 20 (2), 303 – 318. https://doi.org/10.19173/irrodl.v20i2.4206</bibtext> </blist> <blist> <bibl id="bib2" idref="ref10" type="bt">2</bibl> <bibtext> Bandera, C., Somers, M., Passerini, K., Naatus, M. K., & Pon, K. (2020). Disruptions as opportunities for new thinking: Applying the studio model to business education. 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Tạp chí Nghiên cứu dân tộc, (23). https://doi.org/10.48550/arxiv.1703.09643</bibtext> </blist> </ref> <aug> <p>By Chulatep Senivongse and Alex Bennet</p> <p>Reported by Author; Author</p> <p></p> <p>Chulatep Senivongse , Ph.D. Chulatep is a dedicated academic lecturer and researcher, currently holding a full-time position at Bangkok University. With an extensive educational background encompassing Electrical Engineering, Computer Engineering, and Business Management, Chulatep has amassed over 25 years of experience in the IT and Telecommunication industries, primarily working for a prominent National Oil and Gas Exploration and Production company. In this role, he successfully led a diverse team of professionals, driving a digital transformation initiative aimed at revolutionizing the work processes within oil production operations. In 2017, Chulatep achieved the prestigious accomplishment of earning his Ph.D. in Knowledge and Innovation Management from Bangkok University. His specialization lies in organizational learning, Learning Organization, absorptive capacity, and dynamic capability. Notably, Chulatep possesses extensive practical knowledge in the implementation of organizational knowledge management programs. He has been sought after by numerous companies for his invaluable expertise in performance improvement and strategic planning, aiding them in their journey towards becoming agile and innovative organizations.</p> <p>Alex Bennet , Ph.D. Alex Bennet, a Professor at the BU, IKI-SEA, is internationally recognized as an expert in knowledge management and an agent for organizational change. She is co-founder of the Mountain Quest Institute, a research and retreat center in the Allegheny Mountains of West Virginia dedicated to three quests: knowledge, consciousness, and meaning. She served as the Chief Knowledge Officer and Deputy CIO for Enterprise Integration for the U.S. Department of the Navy, led the Federal Knowledge Management Working Group, and is the recipient of the Distinguished Public Service award. With her partner David, a nuclear physicist and neuroscientist, Alex has pursued a rigorous research agenda across multi-disciplines, publishing over 40 books including foundational texts on the knowledge organization, a theory of knowledge, decision-making, knowledge mobilization, and change. Most recently, Alex and David, with their colleague Robert Turner, published Unleashing the Human Mind: A Consilience Approach to Managing Self and its companion Field Guide based on over a decade of researching experiential learning through the expanding lens of neuroscience. 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  Data: This study explores the implementation of the university-as-a-service (UaaS) paradigm in higher education. Through qualitative research, it examines student and stakeholder experiences to inform the redesign of university programmes. The UaaS model aims to enhance university engagement with the business ecosystem and meet the demands of the digital economy. Services within the UaaS framework include research, international programmes, sustainable development, consulting, Center of Excellence establishment, and startup support. The study highlights the importance of developing an action plan and prioritising tasks, balancing collaboration and customisation. Integration of Design Thinking principles is crucial for equipping students with essential skills. Aligning university programmes with the evolving needs of the digital economy is emphasised. This research provides practical guidance for universities to enhance their engagement, fostering economic growth and social progress. Future efforts should refine and optimise the UaaS framework.
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      – TitleFull: University-as-a-Service: Designing Thinking Approach for Bangkok University Business Innovation Curriculum and Service Development
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Chulatep Senivongse
      – PersonEntity:
          Name:
            NameFull: Alex Bennet
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1470-3297
            – Type: issn-electronic
              Value: 1470-3300
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Innovations in Education and Teaching International
              Type: main
ResultId 1