72 Pad Lavankura and Rattana Lao
is not linked to “curricula with international content” or integration of
international dimensions into the “teaching methods”. Thus this provided
the loophole for institutions to establish either “international programme”
or foreign language programme. In most cases, Thai universities chose
to employ English as the language of instruction for both programmes.
In principle, “international programme” should denote programmes
that pay particular attention to the “international content of the curricula”
and “teaching methods”, and “foreign language programme”, meaning in
practice “English programme”, to designate programmes that use English,
or other foreign language, as the medium of instruction without paying
particular attention to the curricula and teaching methods. However,
due to MUA’s unclear and inefficient position, acting only as a “point of
acknowledgement” for universities, Thai universities have opted to define
their programmes as “international programme”, rather than just “English
programme”. Based on research with Thai policymakers, it is evident that
a majority of the so-called international programmes in Thailand would
be better characterized as “English programme”. While the Office of
Higher Education Commission casted doubt to the extent in which these
programmes are “international”, little research and evaluation has been
done to assess this (Nilphan 2005, pp. 143–44).
Generally then, Thai universities commonly use English language as
the language of instruction for their international programmes. In these
programmes, the universities have tried to bring in foreign lecturers
and students to create the international environment. The universities
have also promoted the academic activities by pursuing students’
exchange programmes, cross-cultural activities, and signing MOUs to
collaborate with foreign institutions. These attempts have been seen
as positive changes to further develop international programmes in
Thailand. However, driven by market forces, there are certain aspects
that have not changed. Many Thai universities are overwhelmed
with the quantitative demands and the growing need of the market
for “international programmes”. As such, international programmes’
development and quality have been compromised. With regards to Thai
universities’ international programmes, each programme has its own
system of managing the teaching methods, depending on the way the
programmes are administered and the nature of the universities.
Regarding lecturers, some universities tend to employ Thai lecturers
who graduated from foreign universities to teach while others chose to