‘Can villagers learn to become bankers?’ An Evaluation of the Development of Baan Rienru Community Bank Pilot Prog

1991 645 54764 2 2383350 document 54764 RIEWPAKORN Poramaporn-thesis_nosignature.pdf application/pdf b73d56c1606e5c6af97c4f61d65e0ac2 MD5 1172958 2020-07-13 01:57:36 https://vuir.vu.edu.au/1991/3/RIEWPAKORN%20Poramaporn-thesis_nosignature.pdf 1991 3 3 application/pdf text en public

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/dark_document/76235 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/dark_document/76235 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/dark_document/76235 archive 116 disk0/00/00/19/91 2009-03-19 12:22:20 2021-08-27 07:42:34 2009-03-19 12:22:20 thesis show Riewpakorn Poramaporn Riewpakorn, Poramaporn ‘Can villagers learn to become bankers?’ An Evaluation of the Development of Baan Rienru Community Bank Pilot Prog unpub 220000 Education community bank, evaluation, Thailand Doctor of Education My research is an evaluation of the steps taken to pioneer the establishment of a community bank in Baan Rienru village in Lampang, Thailand. The program was initiated through the cooperation of a commercial bank, social development agencies, and the community, all of whom agreed to participate in an ongoing action learning project to co-develop a community bank in the village. My aim in this research was to evaluate the effectiveness of the development of the community bank pilot program. I sought to describe what had happened during the development and the implementation of the program as well as the factors that supported and hindered the development and implementation; and then to provide recommendations designed to improve the program. I utilised an Interactive Form of Evaluation, using a Responsive Evaluation approach, as a basis for evaluating the development of this program in order to improve it. I engaged in an ethnographic study, in which I acted as both an evaluator and a participant observer in the program. I used qualitative research methods to collect and analyse the data. I reported the findings by writing an extensive ethnographic case study consisting of a series of four narratives representing the perspectives of the four groups of participants on various issues about the program and their participation in the program. I used an inductive coding method to reduce and analyse the data and I synthesized and interpreted the emerging themes from the case study by applying Bloom’s taxonomy, using vignettes to elucidate key themes. Finally, I applied the force field concept and diffusion of innovations theory to provide a basis for formulating recommendations to improve the program. My findings reveal both supporting and hindering factors that I classified using the three Bloom behavioural domains: cognitive, affective, and psychomotor. The supporting factors enabled groups to successfully establish and operate the community bank. On the other hand, there were several emerging problems that hindered the development and implementation of the program. Some of them were handled well; some remain and need to be addressed. Most of the critical problems relate to affective issues. The emerging problems were categorized into three areas: (1) factors that impede the operation; (2) factors that caused poor community bank performance; (3) factors that might lead to the discontinuation of the community bank pilot program. In conclusion, I have provided ten recommendations that I believe would assist the group in reflecting on and making further plans to improve the community bank. 2008 submitted 76235 2 2421183 dark_document 76235 Riewpakorn Poramaporn.pdf application/pdf 4490e4c66628067fb8b7403f955f5cdc MD5 40068 2020-11-30 02:53:38 1991 9 9 application/pdf text VURR permission form en staffonly

Riewpakorn Poramaporn.pdf

other public 285 Victoria University School of Education other other Includes bibliographical references: pp. 225-241 FALSE