EDUCATIONAL TRANSFORMATION STRATEGIES FOR UNIVERSITY PERFORMANCE EXCELLENCE

Abstract

This study investigated how educational transformation strategies could drive performance excellence in Thai universities, particularly within the rapidly changing higher education landscape. The main objectives of this study were to develop and validate a conceptual framework that explained the relationships among external factors, internal factors, educational transformation strategies, and university performance excellence, and to explore the mediating role of transformation strategies in these relationships.

A mixed-methods approach was employed. Quantitative data were collected through structured questionnaires from 217 respondents representing various universities in Thailand. To validate the structure of the proposed model, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Structural Equation Modeling (SEM) was employed to test the relationships and validate the conceptual framework. This quantitative phase focused on how external factors (such as future skills, lifelong learning, personalization of academic learning, AUN-QA, university holding companies, and multi-institutional cooperation) and internal factors (such as leadership and governance, faculty and staff engagement, financial management, academic programs and curriculum design, infrastructure and facilities, and technology integration) influenced transformation strategies and performance outcomes. The quantitative findings indicated that both external and internal factors had a significant positive influence on educational transformation strategies. These strategies, in turn, had a strong positive impact on university performance excellence. Additionally, the results confirmed the mediating role of educational transformation strategies in linking external and internal drivers to performance outcomes. Five key hypotheses were tested and supported, emphasizing the central role of transformation strategies in aligning institutional strengths with external demands to foster performance excellence. The qualitative phase complemented these findings by providing deeper insights into the practical realities of transformation. In-depth interviews with university leaders and experts highlighted additional critical elements which are stakeholder engagement, effective internal communication, organizational culture, digital transformation, agility and responsiveness, and talent development. Informants stressed that these factors are vital to achieving meaningful and sustainable change. These qualitative insights informed a refined model, adding layers that better reflect the needs and realities of Thai universities.

The final revised model presented in this study illustrates how universities can respond to external challenges and strengthen internal capacities through transformation strategies.

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