Related Barriers of Diverse Workforce Management in English Program Schools

By Gedganda Kongtawelert, Nopasit Chakpitak and Chitrlada Burapharat.

Published by The Organization Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Many problems exist for human resource management coping with diversity among various cultures and nationalities in the English Program schools in Chiang Mai, Thailand. The objective of this study was to identify specific problems managing a diverse workforce in English Program schools. This study was divided into two phases. The first phase was a case study at one of the English Program schools in Chiang Mai Province, Thailand. Data collection using a qualitative approach, obtained through informal interviews, conducted among 15 participants working in an English Program. It was found that there were various management barriers. The data was analyzed, categorized, and prioritized into five dimensions. Those dimensions are: cross-cultural communication, leadership, personnel management, communication, and training. Cross-cultural communication is the main barrier in managing the English Program. In the second phase of the study, more information was collected by using semi-structured questions through both interview and questionnaire to further explore the root cause of cross-cultural communication problems. At this stage, the samplings were collected from three schools offering English Programs in Chiang Mai. Research participants included a total of 26 participants from seven nationalities: Chinese, Indian, Philippines, Australian, English, American and Thai. The transcripts of the informal interview were analyzed by utilizing content analysis and arranged in thematic patterns. The findings suggest that the cross-cultural communication problems were derived from defensive routines, language problems, cultural background, information error, teamwork, and coordinators. The study indicates that the significant barrier in the English Program management in terms of cross-cultural communication is defensive routines. For future study, the researchers will identify the most suitable knowledge management (KM) tools and implement them in order to reduce defensive routines and also investigate the outcome from this study.

Keywords: English Program, Diverse Workforce Management, Defensive Routines, Cross-cultural Communication

International Journal of Knowledge, Culture and Change Management, Volume 8, Issue 8, pp.95-102. Article: Print (Spiral Bound). Article: Electronic (PDF File; 512.879KB).

Gedganda Kongtawelert

Doctoral Student, Knowledge Management, College of Arts, Media and Technology, Chiang Mai University, Chiang Mai, Thailand

Gedganda Kongtawelert is a doctoral student in Knowledge Management at the College of Arts, Media and Technology at the Chiang Mai, University. She is interested in factors which related to diverse workforce management in English program schools.

Dr. Nopasit Chakpitak

Director, College of Arts, Media and Technology, Chiang Mai University, Chiang Mai, Thailand

Dr. Nopasit Chakpitak is the director of the College of Arts, Media and Technology at the Chiang Mai University. He is an electrical engineer with special interests in applying computer technology in knowledge management, animation, and software engineering.

Dr. Chitrlada Burapharat

Lecturer, College of Arts, Media and Technology, Chaing Mai University, Chiang Mai, Thailand

Dr. Chitrlada Burapharat is a lecturer in the College of Arts, Media and Technology at the Chiang Mai University, graduated from the Department of Adult Education, Community Development and Counseling Psychology, Ontario Institute for Studies in Education (OISE), University of Toronto. Her interests are in the areas of workplace learning and change including learning organization and team building.


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