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Developing an International Double Degree Undergraduate Chinese Language Program in a Thai Public University: From Theory to Practice

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Title: Developing an International Double Degree Undergraduate Chinese Language Program in a Thai Public University: From Theory to Practice
Language: English
Authors: Yuwadee Tirataradol
Source: rEFLections. 2025 32(3):1917-1935.
Availability: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, International Programs, Program Development, Chinese, Second Language Instruction, Institutional Cooperation, Partnerships in Education, Curriculum Development, Program Implementation, Student Experience, Program Effectiveness, Undergraduate Study, Academic Degrees
Geographic Terms: Thailand, China
ISSN: 1513-5934
2651-1479
Abstract: International double degree programs have become an increasingly prominent mechanism for advancing higher education internationalization, yet empirical, practice-based accounts of their development and early implementation--particularly at the undergraduate level and within non-Western contexts--remain limited. This article presents a reflective case study of the development and early enactment of an international undergraduate double degree program in the Chinese language jointly delivered by a Thai public university and a Chinese partner university. Drawing on institutional records, curriculum documents, cohort monitoring data, and reflective observations accumulated since the program's launch in 2021, the study examines how internationalization principles were translated into curriculum design, governance arrangements, and operational practice. The analysis traces the program's development journey through strategic partnership formation, curriculum co-design guided by outcome-based education, and the establishment of administrative and support structures. It then examines implementation in practice through the experiences of the first student cohorts, highlighting both achievements and challenges related to language proficiency thresholds, academic adjustment, student mobility, and institutional coordination. The reflections foreground how student experiences and feedback were used not only as outcomes of implementation but also as inputs for curriculum improvement, illustrating a continuous, stakeholder-informed development cycle. Rather than offering a prescriptive model, the article contributes a contextually grounded and critically reflective account of Thai-Chinese undergraduate collaboration. It provides insights into the complexities, negotiations, and adaptive strategies involved in cross-border double degree programs, offering transferable lessons for institutions seeking to design, implement, or refine similar initiatives in ASEAN and comparable higher education contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498376
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Developing an International Double Degree Undergraduate Chinese Language Program in a Thai Public University: From Theory to Practice
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  Data: <searchLink fieldCode="AR" term="%22Yuwadee+Tirataradol%22">Yuwadee Tirataradol</searchLink>
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  Data: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
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  Data: 19
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: International double degree programs have become an increasingly prominent mechanism for advancing higher education internationalization, yet empirical, practice-based accounts of their development and early implementation--particularly at the undergraduate level and within non-Western contexts--remain limited. This article presents a reflective case study of the development and early enactment of an international undergraduate double degree program in the Chinese language jointly delivered by a Thai public university and a Chinese partner university. Drawing on institutional records, curriculum documents, cohort monitoring data, and reflective observations accumulated since the program's launch in 2021, the study examines how internationalization principles were translated into curriculum design, governance arrangements, and operational practice. The analysis traces the program's development journey through strategic partnership formation, curriculum co-design guided by outcome-based education, and the establishment of administrative and support structures. It then examines implementation in practice through the experiences of the first student cohorts, highlighting both achievements and challenges related to language proficiency thresholds, academic adjustment, student mobility, and institutional coordination. The reflections foreground how student experiences and feedback were used not only as outcomes of implementation but also as inputs for curriculum improvement, illustrating a continuous, stakeholder-informed development cycle. Rather than offering a prescriptive model, the article contributes a contextually grounded and critically reflective account of Thai-Chinese undergraduate collaboration. It provides insights into the complexities, negotiations, and adaptive strategies involved in cross-border double degree programs, offering transferable lessons for institutions seeking to design, implement, or refine similar initiatives in ASEAN and comparable higher education contexts.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1917
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: International Programs
        Type: general
      – SubjectFull: Program Development
        Type: general
      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Institutional Cooperation
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Academic Degrees
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      – SubjectFull: Thailand
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Developing an International Double Degree Undergraduate Chinese Language Program in a Thai Public University: From Theory to Practice
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