Education and Globalization in Southeast Asia Issues and Challenges

Second-Order Change Without First-Order Change 67

TABLE 3.1

Growth of International Programmes Differentiated by Degree

2001 2004 2005 2006 2007 2008 2010 2012

Bachelor’s 143 153 176 241 277 296 342 344
Master’s 205 203 217 290 327 350 389 394
Doctoral 77 109 127 178 220 215 255 249
Others N/A 0 0 18 20 23 25 30
Total 425 465 520 727 844 884 981 1,027

Source: Office of Higher Education Commission (2013); Office of Higher Education Commission (2014).

FIGURE 3.1

Growth of International Programmes in Thailand, 1960–2012

Source: Tong-In et al. (1995), pp. 28–32; Ministry of University Affairs (2003); Office of the Higher
Education Commission (2011b); Lavankura (2013), p. 668; Office of Higher Education Commission (2013).

to specifically address the market demands, students’ demography and
Thailand’s comparative advantages. As each public university gains
greater institutional autonomy, there is a greater emphasis for faculties
and universities to open international programmes in order to boost