GUIDELINES FOR WRITING PROJECTS THAT ARE INTEGRATED AND CONSISTENT WITH ANNUAL INDICATORS BUDGET

Abstract

This study of guidelines for writing project proposals that integrate and are consistent
with the fiscal year’s assessment criteria has the objectives of 1) creating a process/ guideline
for setting a project’s evaluation criteria that are consistent with the project objectives, and 2)
providing a handbook for designing evaluation criteria that are consistent with the project
objectives.
The sample of this study consisted of 32 members of staff of The Office of General
Education and Innovative Electronic Learning, Suan Sunandha Rajabhat University, Thailand.
Questionnaires were used to collect data, which were then statistically analyzed. Percentage
values, mean values, and standard deviations were calculated. The questionnaires were divided
into 3 parts, where part 1 collected general information, part 2 asked for opinions about relevant
activities, and part 3 asked for suggestions.
Results showed that:
Shown in Table 1, most of the responders – 19 persons (40.6 per cent) – were female.
13 responders (40.6 per cent) were male.
Shown in Table 2, most of the responders were personnel with support roles, having 28
person (85 per cent). The other 4 responders (15 per cent) were executives.
Shown in Table 3, classifying the responders by their departments, 5 ( 15. 6 per cent)
worked in general administration, 16 ( 50. 0 per cent) worked in education service, 3 ( 9. 4 per
cent) worked in student affairs and arts and culture, 4 ( 12. 5 per cent) worked in planning,
budgeting, and quality assurance, and 5 ( 15. 6 per cent) worked in research and development
of leaning management innovations
Shown in Table 4, classifying the responders by their education level, 26 (81.3 percent)
had bachelor’s degrees, while 6 (18.8 per cent) had master’s degrees.
Part 2 of the questionnaires was divided into the following sections:
Shown in Table 5, most responders, i.e., 22 responders (68.8 per cent), strongly agreed
that they understood and agreed with the direction and operating policies of the institute and
the university. 10 (31.3 per cent) other responders agreed with the statement. Shown in Table 6, 19 (59.4 per cent) of the responders strongly agreed that they were
informed and understood the university’s strategic plans. 13 (40.6 per cent) other responders
agreed with the statement.
Shown in Table 7, 21 (65.6 per cent) of the responders strongly agreed that they were
informed and understood the strategic plans of The Office of General Education and Innovative
Electronic Learning. 10 (31.3) of the other responders agreed with the statement.
Shown in Table 7, 23 ( 71. 9 per cent) responders strongly agreed that the executives
gave clear and correct advice and directions for project executions. 9 ( 28. 1 per cent) other
responders agreed with the statement.
The second part measured the understanding of proposal writing of the personnel.

It was found that the personnel were highly satisfied (s.d. 96.88) with number 3 – linking of
written contexts. In terms of knowledge and understanding, they were satisfied (s. d. 51. 88)
with the knowledge and understanding about proposal writing before the seminar; and were
highly satisfied (s.d. 90.00) with the knowledge and understanding about proposal writing after
the seminar. In terms of practical uses, the responders indicated that the knowledge could be
adapted for real proposal writings (s.d. 85.63), and that they could disseminate the knowledge
(s.d. 67.50). Overall highly satisfied rating was achieved (s.d. 95.63).