ABAC ODI JOURNAL Vision. Action. Outcome

Editorial Message

2026-05-09T03:15:40+00:00

We present to you this issue that comprises 18 articles with a wide range of local and international studies across various disciplines: higher education, organizational development, educational technology, psychology, language teaching, tourism, health communication, and teacher leadership. Common methods: mixed methods, quantitative, qualitative, and experimental and action research

Enhancing Internationalization Strategy Implementation at HIU University, Heilongjiang, through Organization Development Interventions

2025-09-19T01:32:37+00:00

This research aims to improve the strategy implementation effectiveness of internationalization at HIU through organization development interventions (ODIs) concerning related factors of leadership, resource allocation, communication, and coordination. The study applied mixed methods in the approach of action research. It was conducted with all middle-level leaders and teachers of the two teaching departments at HIU in a questionnaire survey (n=62), interviews with the middle-level leaders (n=10), and corresponding ODIs. Paired samples t-test analysis was performed for the quantitative data of the questionnaire survey. Content analysis using the Gioia methodology was conducted for qualitative data from the interview. ODIs adopted the instruments of SOAR and appreciative inquiry (AI), combining with the small group discussion and world café methods. A 5-D model of AI was also used to conduct the cooperative projects in practical intervention activities. All influential factors of leadership, resource allocation, communication, and coordination were improved, while the strategy implementation effectiveness was improved at HIU in post-ODI. This study offers a contribution with its results, providing empirical data for improving strategy implementation effectiveness for internationalization.

Needs Assessment for Proposed OD Interventions to Improve a Learning Organization: A Case Study of University Administrative Staff in China

2025-10-29T01:54:14+00:00

Learning Organization is the key to organizational success, especially in the fast-changing environments where innovation drives change. Higher education is evolving rapidly in today’s global connectivity, technological advances, and student diversity. The future of education will be very different from how we are experiencing today. HIU is the research site for this study, with a total number of 80 as the participants of this study, involving ten teaching and 24 administrative departments. The objective of this study is to identify priority needs for OD interventions. Two research instruments employed in this study comprised 1) a 30-question structured questionnaire and 2) 4-interview questions. This study employed descriptive statistics and content analysis. In the end, this research found that the current and desired situation of the HIU administrative staff learning behavior based on learning organization theory, and identified the order of priority needs for HIU administrative staff learning organization, and also proposed an initial OD program essential for learning organization for administrative staff. Key results indicated significant discrepancies between current and ideal states across all measured variables. Organizational Culture and Organizational Norms were identified as the highest-priority improvement areas, underscoring deficiencies in cross-departmental collaboration and psychological safety. The proposed OD interventions focus on three strategic areas: cultural transformation, collaborative learning infrastructure, and vision alignment.

Understanding Key Drivers of Technical Intern Retention in Automotive Parts Production- XYZ Co., Ltd

2025-11-11T09:51:44+00:00

This exploratory mixed-methods study examines key factors associated with technical intern retention at XYZ Co., Ltd., a Thai automotive parts manufacturer struggling with a critical 2% intern-to-employee conversion rate. Combining quantitative surveys of 31 interns and qualitative focus groups with interns and supervisors, this study investigates how Organizational Support and Structure, Work Design and Learning Opportunities, and Career Future Perception are associated with Internship Satisfaction and Intern Retention Intention. Quantitative results indicate that Career Future Perception and selected aspects of Organizational support and Structure are moderately and positively associated with Intern Retention Intention (r = .39-.46, p < .05). Internship satisfaction was the highest among interns with 4-6-month internships duration (M = 3.50), suggesting a critical engagement period. Qualitative findings reveal gaps, including misalignment between academic backgrounds and assigned tasks, inadequate welfare provisions, and unclear career pathways. Together, the findings suggest that facility upgrades, instituting structured mentorship for skill development, and enhancing career transparency may improve retention in Thai automotive manufacturing SMEs.

Individual Ambidexterity through the Lens of Cognitive Style

2026-01-03T07:10:02+00:00

Drawing on Piaget’s (1964, 1971) developmental theory, this study conceptualises linear and nonlinear reasoning as described in the formal operational stage as independent yet additive forms of thinking. This offers a nuanced understanding of the additive variant of cognitive style and clarifies the coexistence of linear and nonlinear concepts, along with the definition of ambidexterity and the position of any bias, linear or nonlinear. At the individual level, ambidexterity enables the balancing of incremental improvements with disruptive novelty. Also, when reflected into group, organisational, and cultural levels, the benefits of cognitive diversity become available. Such perspectives enhance an organisation’s capacity for creativity and adaptability in complex environments.To assess ambidexterity at the individual level, including any potential bias, measures of linearity and nonlinearity were derived from self- assessed evaluations of idea style outcomes in a sample of 153 participants. Results show that 83 individuals demonstrated ambidexterity, with no significant difference between their linear and nonlinear scores (RCI, p > .05). In contrast, 67 individuals exhibited a linear bias, scoring significantly higher on the linear than the nonlinear measures, while only 3 showed a nonlinear bias.A comparison of the sample means at the group level for linearity and nonlinearity revealed a significant difference (p < .001, t=12.5), indicating an overall bias towards linear reasoning. Additionally, the level of scoring for nonlinear reasoning was evaluated, 42% (64) of individuals scored at the medium or higher levels, pointing towards a normal distribution. Adding support to earlier findings that fewer than 50% of adults regularly show nonlinear reasoning (Huitt & Hummel, 2003; Kuhn et al., 1977).

The Mediation Effect of Rumination on the Relationship between Musical Self-efficacy and Subjective Well-Being Among Musicians in Thailand

2026-01-05T11:37:13+00:00

This study examined the mediating role of rumination in the relationship of musical self-efficacy on subjective well-being among musicians in Thailand. The measures used were the Ruminative Responses Scale (RRS; 10-item version), Music Performance Self-Efficacy Scale (MPSES), and World Health Organization Well-Being Index (WHO-5). Using a sample of 97 musicians, the results showed that higher musical self-efficacy was significantly associated with greater subjective well-being. Rumination acted as a partial mediator in this relationship as musical self-efficacy remains a significant predictor of subjective well-being, even after accounting for rumination. This suggests that musicians with stronger self-efficacy tend to ruminate less, which in turn contributes to improved well-being. The findings highlight the importance of adaptive cognitive coping strategies and mental skills training to promote resilience. Due to the use of convenience sampling, the sample primarily comprised Thai students and early-career musicians, which limits the generalizability of the findings. Since this study relied on self-reported measures, the results could be prone to response biases. Future research should aim to include a more diverse population to increase the generalizability and explore additional contextual and career-related constructs that might play a role in influencing musicians’ well-being.

Factors Impacting on College Students’ Satisfaction and Continuance Intention to Use the Douyin Short Video App in Sichuan, China

2025-10-05T05:23:03+00:00

This study investigates factors influencing college students' satisfaction and continuance intention of using the Douyin short-video application in Sichuan, China. A conceptual framework integrating the Expectation-Confirmation Model of IS continuance intention (ECM-IT), the Unified Theory of Technology Acceptance and Use (UTAUT), Use and Gratifications theory (U&G), and Self-Presentation Theory was developed, incorporating seven constructs: confirmation, perceived usefulness, social influence, entertainment, self-presentation, user satisfaction, and continuance intention to use. The sample data were derived from a total of 457 valid questionnaires administered to undergraduates with prior experience using Douyin. The confirmatory factor analysis (CFA) indicated a strong model fit (χ²/df = 1.125, CFI = 0.994, RMSEA = 0.017), while the measurement model demonstrated high reliability and validity based on composite reliability (CR) and average variance extracted (AVE) metrics. The structural equation modeling (SEM) results indicated that user satisfaction emerged as the most influential mediator. Confirmation improved continuance intention indirectly through perceived usefulness and satisfaction. Both perceived usefulness and entertainment were identified as major contributors to satisfaction, while social influence exerted a notable positive impact on continuance intention;while self-presentation showed no direct impact but may exert indirect or conditional effects requiring further study. Overall, the validated model elucidates the psychological drivers behind user satisfaction with the Douyin short-video app among university students in Yibin, Sichuan, as well as the behavioral mechanisms influencing their continuance usage. In practice, the study provides guidance for short-video platform operators to optimize content utility, entertainment experience, and social features to improve satisfaction and foster long-term user retention.

Determinants of Undergraduate Students' Attitude and Intention to Use AI Chatbots in a Private University at Chengdu, China

2025-10-04T14:35:18+00:00

This research investigates the key determinants affecting undergraduates’ willingness to adopt and continue engaging with artificial intelligence (AI) chatbots used for academic advising, course information, and campus service guidance in China’s private universities. Against the backdrop of accelerated higher education digitalization and national policies such as the Education Informatization 2.0 Plan and the Digital China Strategy, chatbots have gained prominence as tools for academic assistance and campus services. However, despite their growing presence, their diffusion and acceptance within private institutions remain underexplored. A survey was conducted with 500 undergraduate students enrolled at Geely University of China in Chengdu. Structural equation modeling (SEM) was applied to test six proposed paths, and factor analysis verified the stability, reliability, and validity of the measurement model. Findings reveal that perceived usefulness and perceived ease of use strongly influence students’ attitudes, while social influence and trust provide supplementary effects. Moreover, perceived usefulness was identified as the key driver of attitude, which subsequently served as the most influential predictor of students’ behavioral intention to continue adopting chatbots. In addition, attitudes functioned as a mediating mechanism, converting initial perceptions into long-term usage intentions. The findings underscore the necessity of tailoring chatbot functionalities to academic requirements, strengthening trust mechanisms and data governance, and fostering teacher and peer support to enhance engagement. Overall, the study offers practical insights into promoting equitable access to intelligent learning technologies and optimizing the allocation of higher education resources in the digital era.

Exploring Determinants of University Students' Adoption of Learnmaster E-Learning in Wuhu, China

2025-09-23T01:58:18+00:00

This research examines the key factors that shape vocational college students' continued use of Learnmaster E-Learning Technology (LELT) in Wuhu, Anhui Province, China. Drawing upon an integrated framework that merges the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and Social Cognitive Theory (SCT), this study incorporates self-efficacy, effort expectancy, facilitating conditions，and performance expectancy as additional constructs to strengthen its explanatory capacity. This approach effectively addresses domain-specific challenges within vocational education contexts, including technological instability and limited interactive capabilities in digital learning platforms. A structured survey was distributed to 500 students across eight departments of Anhui Mechanical and Electrical Vocational College, all of whom had previous exposure to LELT. This investigation is particularly necessary for the focal institution, as it is currently seeking to modernize its teaching models, enhance digital learning engagement, and improve student outcomes by leveraging e-learning platforms. Confirmatory Factor Analysis (CFA) was utilized to verify both convergent and discriminant validity, after which Structural Equation Modeling (SEM) was conducted to assess the overall model fit and examine seven proposed paths. The findings provided support for all proposed hypotheses, highlighting self-efficacy as the strongest determinant of behavioral intention, while facilitating conditions and performance expectancy also exhibited significant positive impacts. Based on these findings, the study proposes three strategic recommendations: integrating LELT performance metrics into institutional evaluation and scholarship systems; enhancing technical support infrastructure through micro-service architecture optimization; and implementing phased training programs designed to build user confidence and reduce cognitive load. The proposed recommendations are intended to promote a more comprehensive incorporation of e-learning tools within vocational education contexts. Moreover, the study confirms the applicability of the extended TAM-UTAUT-SCT framework in interpreting technology adoption behaviors in Chinese vocational colleges, thereby offering both conceptual contributions and actionable implications for educators, system designers, and policymakers working toward digital education advancement.

Determinants for the Attitude for Rain Class for University Chinese Language and Literature Education Students in Kunming Region of China

2025-08-24T00:33:37+00:00

The aim of this study is to explore the online learning attitude of Chinese language and literature majors in a Kunming-based university toward the Rain Class platform, as well as the core factors affecting these attitudes, measuring System Quality (SYQ), Information Quality (INQ), Interactivity (INT), Perceived Usefulness (PU), Confirmation (CONF), Satisfaction (SAT), and Attitude (ATT) to clarify whether and how these factors shape the attitudes of the target student group. A quantitative survey was conducted among Chinese language and literature students at the target university, yielding 500 valid samples through quota sampling. Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were applied to examine the causal relationships between the studied factors. Statistical findings confirmed all proposed hypotheses, with Information Quality showing the strongest direct influence on students' attitudes. All hypotheses have been validated, and the research objectives have been accomplished, thus recommending that university academic affairs and student affairs departments analyze the key contributions of existing online learning implementation strategies to further enhance the learning attitudes of Chinese language and literature majors

Redefining Teaching and Learning Cycle: A Study on Reflective Insights For Enhancing an Intercultural EFL Lesson Delivery in Timor, Eastern Indonesia

2025-09-27T12:53:46+00:00

This qualitative study explores the reflective insights of an EFL teacher in Timor, Eastern Indonesia, with the aim of identifying strategies to enhance lesson delivery within Teaching and Learning Cycle (TLC) model. The TLC is a spiral framework for running language instruction and incorporating assessment as a reflective stage within each stage. This study draws on the teacher’s reflective journal, which captures classroom observations, self-evaluation, and decision-making processes during lesson delivery of each TLC model stage. This study utilizes thematic analysis in identifying key themes across the TLC stages. Results of the study underscore the themes, including questioning skills, recycling the cycle to support student comprehension, enhancing teaching approach and classroom management, providing relevant examples and revising based on student feedback, and improving support for student writing. The results suggest that the teacher’s reflective insights corresponded to students needs, create participatory learning atmosphere, and inform instructional decision-making. These insights have implications for, firstly, EFL teachers to revisit their reflective practices; secondly, teacher educators to provide advocacy in preparing effective reflective practice, and, thirdly, policymakers as they can inform the development professional development programs the refinement of the TLC model to strengthen its applicability and impact in diverse educational contexts. Overall, this study contributes to the growing body of research on the role of teacher reflection in optimizing instructional practices and student learning outcomes within the TLC framework.

Impact of Employee Assistance Programs (EAP) on Engagement, Workplace Stress, Job Performance, and Learning Development

2025-12-06T07:20:07+00:00

The study aimed to determine the direct and indirect effects of employee assistance programs (EAP) on employee engagement levels and how they impact workplace stress, job performance, and staff learning development in an international marketing solutions consulting company. There were 131 participants based in seven countries: Thailand, China, Singapore, Australia, Mexico, the Philippines, and the United States. Statistical analysis was performed by correlation, multiple regression analysis, and Hayes process mediation analysis. A negative correlation was found between workplace stress and employee engagement, as well as between workplace stress and learning development. Strong positive correlations were found between job performance and learning development, employee engagement and learning development, and employee engagement and job performance. Path analysis using multiple regression showed that there were no significant direct effects of EAP participation on either job performance or learning development, but there were significant indirect effects via employee engagement. Hayes process serial mediation analysis supported only the hypothesis that employee engagement was a significant mediator of both job performance and learning development. Workplace stress was not found to be a significant mediator. The findings provide valuable insights into the effectiveness of EAPs and their impact on employee well-being and development in an international context.

Factors Impacting Undergraduates' Perceived Value and Behavioral Intention to Use Mobile Health Applications in Sichuan, China

2025-10-07T03:15:35+00:00

This study examines factors influencing undergraduate students’ behavioral intentions to use mobile health (mHealth) applications in Sichuan, China. Focusing on senior students at Sichuan University of Science and Engineering, Perceived Trust, Enjoyment, and Health Literacy were incorporated into the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT). Using structural equation modeling on 500 valid questionnaires, results show that Perceived Usefulness, Perceived Ubiquity, Enjoyment, Perceived Value, Social Influence, Perceived Trust, and Health Literacy positively affect Behavioral Intention, while Perceived Risk does not significantly impact Perceived Value. Enhancing user experience, application credibility, and health education can increase students’ willingness to adopt mHealth apps. The study provides valuable insights for promoting mHealth app adoption among university students and offers practical guidance for developers and policymakers.

Applying Blended Teaching and Social Constructivism with L2 Motivational Self System to Enhance Translation Learning

2025-08-29T09:49:45+00:00

Translation learning poses significant challenges for both students and teachers due to its complexity and high demands on bilingual proficiency. Limited class hours and monotonous teaching methods further aggravate these difficulties. Based on the L2 Motivational Self System (L2MSS), this study explores how students’ learning motivation can be utilized to improve translation instruction. Guided by social constructivism theory, a blended translation teaching approach was designed, integrating online resources from platforms such as the Chaoxing learning platform with classroom activities. The study involved one experimental class (EC, n=48) and one control class (CC, n=48), a mixed-methods approach was employed, combining quantitative data analysis via SPSS with qualitative data analysis through thematic analysis. The results revealed improvements in students’ translation proficiency and demonstrated how sustained motivation positively influences learning outcomes. By bridging motivational factors with blended pedagogy, this research offers practical insights for translation teaching in Chinese application-oriented universities, it also suggests areas and directions for future study.

Factors Influencing Parents’ Satisfaction with Children’s Aesthetic Education Institutions: A Case Study of Luketonhua Aesthetic Education Institutions, Jinzhong City, Shanxi Province, China

2025-10-03T07:21:48+00:00

This study aims to examine the factors influencing parents’ satisfaction with a children’s aesthetic education institution in Jinzhong, Shanxi Province. Grounded in a conceptual framework, the research investigates the causal relationships among Aesthetics(ATT), Education(ECT), Artistic healing(AH), Perceived perceptual experience quality(PPEQ), Two-way communication(TWC), Rewarding(RW) and satisfaction(SF). The research was conducted in three stages. In the first stage, the questionnaire underwent validity assessment through item-objective congruence (IOC) evaluation by three experts. A pilot test was then carried out with 30 samples, and the reliability of the instrument was examined using Jamovi. Subsequently, stratified random sampling was employed to select 90 parents from the institution as participants. Data were collected via an online questionnaire and analyzed using multiple linear regression (MLR) to test the proposed hypotheses. In the second stage, convenience sampling was used to select 30 parents from the initial sample to participate in a 12-week intervention. Following the implementation of the Intervention Design and Implementation (IDI), a paired-samples t-test was conducted to compare pre- and post-intervention differences. In the third stage, the findings were summarized and discussed. The results show that aesthetics, art therapy, perceived experiential quality, and rewards significantly predict parental satisfaction, whereas education and two-way communication do not demonstrate statistically significant effects. Post-intervention comparisons indicate significant improvements in four of the six dimensions, confirming the effectiveness of the intervention. Overall, the findings provide empirical evidence and practical insights for institutional management and for enhancing parental engagement in children’s aesthetic education contexts.

Barriers and Opportunities for LGBTQ+ Travelers: A Comparative Study of Asian and European Participants in Bangkok

2024-10-14T00:11:38+00:00

This research aims to examine the barriers and opportunities for gay travelers in Bangkok. Gay tourism is an important sector, with tour operators and authorities drawn by the “pink dollar” to increase their economic gains (Waitt & Markwell, 2006). The study used both secondary research and primary data collected through purposive sampling, conducting in-depth interviews with 12 gay travelers divided into two groups: the first consists of Asian gay couples, and the second includes European gay couples. The checklist featured eleven open-ended interview questions. Data were gathered during specific periods—from June 4th to June 26th, 2024, at Silom Soi 4 (10 p.m. to 2 a.m.), and on June 30th, 2024, at the Love Pride Parade in Siam. To analyze the qualitative data, the study categorizes interview responses into three techniques called the Thematic technique: labeling, open coding, and axial coding. Labeling involves tagging parts of the text with keywords to help organize and analyze the information. Open coding breaks down the data into discrete parts to identify themes. Axial coding helps in identifying relationships to improve analysis. The qualitative findings contribute to the current understanding of gay tourism. Both Asian and European gay tourists consider perspective and culture when choosing a destination. This information is valuable for business hotels and marketers aiming to understand and respond to their needs and behavior.

Factors Impacting Students’ Behavioral Intention to Use Facial Recognition Payment on Campus in Sichuan

2025-05-26T00:25:56+00:00

This study aims to explore the factors influencing undergraduate students in Sichuan, China, in their use of facial recognition payments on campus. The researchers utilized the TAM combined with the UTAUT2 to design a theoretical model centered on analyzing undergraduate students' behavioral intentions to use facial recognition payments. Considering the millennials' openness to new technologies, concerns about financial services, and the widespread application of facial recognition payments in China, the researchers introduced variables such as perceived risk and habit. Through a questionnaire survey, the study selected 500 undergraduates with knowledge of computer science and experience using facial recognition technology for the investigation. This study employed CFA to examine the reliability and validity of the variables. Using SEM, the researchers assessed the model's fitness and the relationships between variables. The findings confirmed that trust, habit, perceived risk, and attitude significantly influence behavioral intention, with trust exerting the strongest positive effect, followed by attitude and habit, while perceived risk negatively influences behavioral intention. Moreover, perceived ease of use and perceived usefulness indirectly affect behavioral intention through attitude. To help operators of facial recognition payment systems understand the factors influencing customer usage, the researchers recommend that operators enhance the feasibility of their products and adopt practical measures to increase user convenience, thereby fostering more positive user attitudes toward the product. This study also validates the effectiveness of UTAUT2 in the field of facial recognition payment.

A Model for Enhancing Teacher Leadership Skills at Private Preschool in Guan Du District, Kunming, China

2025-11-20T05:32:45+00:00

This study aimed to construct and validate a model for enhancing teacher leadership skills in private preschools in Guan Du District, Kunming, China. Guided by Katz’s three-skill theory and 21st-century skills (National Education Association, 2010), a systematic review of 36 studies was conducted following PRISMA protocols, identifying six core domains: communication, collaboration, critical thinking, problem-solving, innovation, and conflict management. Quantitative and qualitative approaches were adopted. On the quantitative side, survey data from 384 preschool teachers were analyzed using means, standard deviations, and the Modified Priority Needs Index (PNImodified) to identify areas requiring enhancement. Findings indicated that communication (PNImodified = 0.045) and problem-solving (PNImodified = 0.036) showed the largest gaps between desired and current practices, followed by critical thinking (PNImodified = 0.026) and collaboration (PNImodified = 0.023). In contrast, innovation (PNImodified = 0.019) and conflict management (PNImodified = 0.019) showed smaller gaps, reflecting relative strengths. On the qualitative side, interviews with nine stakeholders—including two investors, two principals, three teachers, and two parents—highlighted the importance of contextualization and cultural responsiveness in leadership practice. Based on these findings, a Continuing Professional Development (CPD)-anchored concentric model was developed, placing the six leadership skills at its center, operationalized through job-embedded professional routines such as the Parent Partnership Lab, Co-Teaching Sprint, Solution Lab Challenge, Reflect & Reframe Workshop, Local Culture Innovation Studio, and Peace Talks Simulation. Implementation is supported by five CPD principles—continuity, contextualization, agency and identity, professional learning communities, and systemic support—while the outer layer emphasizes policy support, stakeholder engagement, and local cultural integration to create a comprehensive support system. Validation by nine experts confirmed the model’s coherence, feasibility, and contextual relevance. Overall, the study concludes that targeted support across all six skill domains, combined with systematic reinforcement, provides an effective pathway to enhance preschool quality and strengthen family-school trust.

Efficacy of a Differentiated Blended Learning Model on Chinese Vocational Undergraduates' English Comprehensive Ability

2025-10-05T05:05:32+00:00

Addressing the significant heterogeneity in Chinese vocational undergraduate public English courses, this study developed and empirically evaluated a Differentiated Blended Learning (DBL) model aimed at enhancing students’ comprehensive English ability. Employing a design-based research (DBR) approach, a 16-week quasi-experimental intervention was conducted with 30 purposively sampled participants. The DBL model integrated the Kemp Model for systematic instructional design, Content and Language Integrated Learning (CLIL) for vocational contextualization, and the BOPPPS framework for structured lesson delivery. Data were collected through parallel English proficiency tests, reflective journals, and perception questionnaires. Results demonstrated that the DBL intervention significantly improved participants’ comprehensive English ability, with an exceptionally large effect size (Cohen’s *d* = 2.81). Productive skills, particularly speaking and writing, exhibited the most substantial gains. Qualitative analysis revealed enhanced learner motivation, self-confidence, and positive perceptions of the personalized and vocationally relevant learning experience. The study concludes that the DBL model provides a theoretically grounded, empirically validated, and pedagogically feasible approach to reforming public English instruction, offering a sustainable blueprint for cultivating globally competitive technical talents in China.