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แบบเสนอ หัวข้อและโครงร่างการทาการค้นคว้าแบบอิ สระ
หลักสูตรการจัดการความรู้ วิ ทยาศาสตร์มหาบัณฑิ ต
วิ ทยาลัยศิ ลปะ สื่อ และเทคโนโลยี มหาวิ ทยาลัยเชียงใหม่
1.
ชื่ อและสกุล (Name and Surname) Shiyu Qin
2.
ชื่ อเรื่ องวิทยานิพนธ์ การค้ นคว้าแบบอิสระ* (Title)
รหัสนักศึกษา 522132045
2.1 ภาษาไทย (Thai)
ระบบการจัดการความรู ้สาหรับการพัฒนาหลักสู ตรการท่องเที่ยวอิเล็กทรอนิกส์
2.2 ภาษาอังกฤษ (English)
Knowledge Management System for e-Tourism Curriculum Development
3.
หลักการ ทฤษฎี เหตุผล และ/หรื อสมมุติฐาน (Principles, Theory, Rationale, and/ or
Hypotheses)
Tourism, as the world’s largest industry, is undergoing a period of rapid and
unexpected change in the world. It is predicted that tourism will more than double, reaching
1.6 billion international arrivals by 2020, representing an average rate of growth of more than
4 percent per year.
For developing countries, tourism is the key target to attract tourists from developed
countries by promoting national history, arts, culture and natural resources. Despite the
economic crisis in the early 2000s and the massive disaster caused by earthquakes and
tsunami in 2004, tourism in Asia still continued to grow rapidly.
The tourism industry is rapidly going to the eTourism era by widely using Internet,
mobile devices etc. Information Technology has already revolutionized both the global
tourism economy and enterprises. Information and communication technologies (ICTs) can
help organization manage their resources, increase productivity, develop partnerships with all
their stakeholders and more importantly, support the development and maintenance of
organizational competitiveness and competitive advantage. Today Information Technology
plays an important role in marketing, and sales in tourism industry. ICTs already facilitate all
travel transactions, as they provide significant tools and offer the information structure for the
business processes to take place. It is forecasted that more than 90% of financial transaction
is conducted on Internet around the world in 2010.
The emergence of new information and communication technologies (ICTs) has led to
a new breed of tourism consumers, better-educated and more sophisticated. The future of the
tourism industry will emerge as a result of evolution on the consumer’s side, which is already
taking place. Consumers are becoming more knowledgeable, informed and demanding. They
are not only buy physical products or service; they also consume a lot of information and
knowledge. They are quality consumers with large buying power. And this requires new
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innovative products and changes both the operational and strategic management of tourism
organizations.
To build up this innovative ability for tourism industry, local universities are playing
the leading role in e-Tourism development in terms of education research and academic
service to cultivate new knowledge workers for supporting tourism industry. But the problem
is there is an information gap between tourism industry and academic side. The tourism
industry is facing the new breed of tourism consumers directly and knows the nearest tourism
information including new products and destinations. Learning is planned and guided.
Curriculum should be specified in advance what we are seeking to achieve and how we are to
go about it. So tourism industry is a knowledge supplier to the academic when tourism related
curriculum is designed. Right now the universities still use traditional tourism concepts in
their curriculum design. And the tourism lecturers are reluctant to update new tourism
knowledge and skills. Under this condition, students who are studying tourism related courses
in the universities and interested in working in tourism industry after graduate cannot meet
the requirements of new tourism industry and contribute to the organization as a knowledge
worker. So there is a need to build up a communication bridge between the tourism industry
and academic to shorten the gap and make the knowledge supply chain freely flowing. A
knowledge management system is proposed to build up to make this knowledge supply chain
work.
Figure1. Knowledge Creation for e-Tourism Curriculum Development
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4.
เอกสารและงานวิจัยทีเ่ กีย่ วข้ อง (Literature review)
4.1. เอกสารทีเ่ กีย่ วข้ อง
4..1.1. e-Tourism

UNCTAD (1998) defined International tourism comprising the activities of any
person on a trip between two or more countries while he/she is enroute away from his/
her usual place of residence for more than 24 hrs but not more than one consecutive
year for leisure, business and other purposes.
 Buhalis (2003) defined as the digitization of all the processes and value chains in the
tourism, travel, hospitality and catering industries that enable organizations to
maximize their efficiency and effectiveness. He also defined the eTourism concept
includes all business functions (eCommerce and eMarketing, eFinance and
eAccounting, eHRM, eProcerement, eR&D and eProduction ) as well as eStrategy,
ePlanning and eManagement for all sectors of the tourism industry, including tourism,
travel, transport, leisure, hospitality, principals, intermediaries and public sector
organizations.
Business
-Managment
-Marketing
-Finance
IT/IS
eTourism
-Information
Systems
-Information
Communication
Technologies
-Telecommunications
Tourism
-Transport
-Travel
-Hospitality
-Leisure
-Heritage
Figure 2.The eTourism Concept and eTourism domains
Source: Buhalis. D, E-tourism: Information Technology for Strategic Tourism Management.
4..1.2. Curriculum Development
 Kelly (1999) defines curriculum as, 'All the learning which is planned and guided by
the school, whether it is carried on in groups or individually, inside or outside the
school’.
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 Curriculum for Catherine Cornbleth (1990) is what actually happens in classrooms,
that is, 'an ongoing social process comprised of the interactions of students, teachers,
knowledge and milieu' (1990: 5). In contrast, Stenhouse defines curriculum as the
attempt to describe what happens in classrooms rather than what actually occurs.
4..1.3. Knowledge Management
 According to Nonaka (1994) Knowledge is justified belief (i.e. information) that
increases an entity’s capacity for effective action.
 According to Drucker (1989) ‘Knowledge is information that changes something or
somebody, either by becoming grounds for actions or by making an individual (or an
institution) capable of different or more effective action.’ This suggests that
knowledge is personal and intangible in nature, whereas information is tangible and
available to anyone who cares to seek it out.
 Guus et al. (2000) Knowledge is the whole body of data and information that people
bring to bear to practical use in action, in order to carry out tasks and create new
information.
 Hibbard (1997) Knowledge management is the process of gathering a firm’s
collective expertise wherever it resides- in database, on paper, or in people’s headsand distributing it to where it can help produce the biggest payoff.
 Brooking (1996) KM is accumulating knowledge assets and using them effectively to
gain a competitive advantage.
 Berkeley (2001) KM is a newly emerging, interdisciplinary business model dealing
with all aspects of knowledge within the context of the firm, including knowledge
creation, codification, sharing, and how these activities promote learning and
innovation (encompassing technology tools and organizational routines in overlapping
parts).
4..1.4. Knowledge Management System
 Alavi &Leidner (1999) give a definition on KMS as an emerging line of systems
targets professional and managerial activities by focusing on creating, gathering,
organizing, and disseminating an organization’s “Knowledge” as opposed to
“Information” or “Data”.
 Maier (2002) expanded on the IT concept for the KMS by calling it an ICT
(Information and Communication Technology) system that supported the functions of
knowledge creation, construction, identification, capturing, acquisition, selection,
valuation, organization, linking, structuring, formalization, visualization, distribution,
retention, maintenance, refinement, evolution, accessing, search, and application.
4..2. งานวิจัยทีเ่ กีย่ วข้ อง
4..2.1. e-Tourism
According to the WTO’s long-term forecast, Tourism 2020 Vision, tourism continues to grow
(WTO, 2001a). In geographic terms, growth is very much fuelled from emerging economies
in Asia, and above-average growth rates are anticipated in the Middle East, Southern Africa,
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Southern America, and Central and Eastern Europe.For the more mature regions of North
America and Europe, below-average growth rates are expected of around 3 per cent a year
(WTO, 2003). Leiper (1995) illustrates that the entire tourism system can be defined by five
different elements, including a traveler-generating region and a destination region as well as a
transit region, a travel and tourism industry and finally the external environment to the
system. A very wide range of ICTs is used in order to exchange information and to facilitate
the operations of the tourism industry. Most of these technologies enable tourism distribution
channel members to communicate with each other and with consumers in order to exchange
information, contracts, reservations and payments (Buhalis, 2003). Technological solutions
are normally incorporated to increase efficiency and reduce the cost and time required for
undertaking particular activities and processes. ICTs empower consumers to identify,
customize and purchase tourism products and support the globalization of the industry by
providing tools for developing, managing and distributing offerings worldwide. Increasingly
ICTs play a critical role for the competitiveness of tourism organizations and destinations
(Poon, 1993; Sheldon, 1997; Buhalis, 1998, 2003; O’Connor, 1999). The new travelers are
empowered by the Internet, which provides them with easy and cheap access to various
information sources and extended communities (Rifkin, 2000; Windham and Orton, 2000).
Further, the Internet is a highly personalized medium and new consumers expect marketers to
address and cater to their complex personal preferences. Tourism marketing is becoming
increasingly sophisticated as a result of greater importance attached to the reliability of
information and competent analysis for the effective planning, monitoring and management
of tourism enterprises (Bar-On, 1989; Buhalis, 2003).
ICTs developments have enormous implications for the operation, structure and strategy of
tourism organizations (Buhalis, 2003; Buhalis and Law, 2008; Lee, 2001).
And the impacts of e-Tourism can be described as follows (Binaya & Alamgir)







Increase the efficiency and effectiveness of tourism organization
Increase competitiveness and quality of tourism services
Decrease intermediaries cost
Benefit for tourism stakeholders
Infrastructure development
Product innovation
Relationship development among stakeholders
4..2.2. Curriculum Development
The primary focus of a curriculum is on what is to be taught and when, leaving to the teaching
profession decisions as to how this should be done. The idea of curriculum is hardly new - but the
way we understand and theorize it has altered over the years - and there remains considerable dispute
as to meaning. Langenbach, M. (1988) argues that adult educators must have a sound understanding
of program design and reviews different models of curriculum theory and practice (largely US) and
assesses some specific areas of practice such as continuing professional education and literacy
education. Wragg, T. (1997) provides an accessible model of curriculum building that attempts to
incorporate a 'vision of the future'; a recognition that there are escalating demands on citizens, a belief
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that (children's) learning must be inspired by several influences; and lastly that it is essential to see the
curriculum as much more than a mere collection of subjects and syllabuses. Wragg's 'cubic
curriculum' has three dimensions: subject matter; cross-curricular themes and issues that influence
children's general development; and the different methods of teaching and learning that can be
employed. The concern is to provide a model for practice - so the book is a bit lightweight with regard
to competing conceptualizations of curriculum and alternatives to curriculum thinking.
4..2.3. Knowledge Management
Knowledge is defined by Davenport and Prusak (1998) as a fluid mix of framed experience,
values, contextual information, and expert insight. The concept of coding and transmitting
knowledge in organizations is not new-training and employee development programs,
organizational policies, routines, procedures, reports, and manuals have served this function
for years. What is new and exciting in the knowledge management area is the potential of
using modern information technologies (e.g., the Internet, intranets, browsers, data
warehouses, filters and software agents) to systematize, facilitate, and expedite firm-wide
knowledge management. (Avila & Leidner) Almost all studies show that knowledge can be
classifies into two categories, namely, tacit and explicit (Hedlund, 1994; Nonaka, 1991; Zack,
1999; Tiwana, 2001). Tacit knowledge is personal and context-specific knowledge is difficult
to formalize or articulate because it is stored within the individual, whereas explicit
knowledge is precise and formally articulated. Organizations have traditionally focused on
the explicit part of knowledge while ignoring tacit knowledge although it has been estimated
that only 10 per cent of an organization’s knowledge is explicit (Grant, 1996; Hall, 1993).
One major reason why tacit knowledge is rarely managed is because it is much more difficult
to manage. It involves extraction of personal knowledge which is difficult to express and
communicate (Nonaka and Takeuchi, 1995). It is deeply embedded within individual
experience, judgment and intuition involving highly impenetrable intangibles such as
personal beliefs, perspectives and the individual’s value system. Yet, the success of any
knowledge and learning program to produce the much vaunted competitive advantages
depends heavily on how well the organization manages its tacit knowledge. According to
Nonaka and Takeuchi (1995), tacit knowledge lies at the very heart of organizational
knowledge.
Nonaka (1995) created a knowledge creation and sharing-SECI model
The creation of knowledge is a continuous process of dynamic interactions between tacit and
explicit knowledge. The four modes of knowledge conversion interact in the spiral of
knowledge creation. The spiral becomes larger in scale as it moves up through organizational
levels, and can trigger new spirals of knowledge creation.
 Socialization: Sharing tacit knowledge through face-to-face communication or shared
experience.
 Externalization: Developing concepts, which embed the combined tacit knowledge.
 Combination: Combination of various elements of explicit knowledge.
 Internalization: Closely linked to learning by doing, the explicit knowledge becomes
part of the individual’s knowledge base and becomes an asset for the organization.
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4..2.4. Knowledge Management System
Information technology may play an important role in effectuating the knowledge-based view
of the firm. Advanced information technologies (e.g., the Internet, intranets, extranets,
browsers, data warehouses, data mining techniques, and software agents) can be used to
systematize, enhance, and expedite large-scale intra-and inter-firm knowledge
management.(Alavi & Leidner) Early IT-based knowledge management systems (KMSs)
have been difficult to implement because they have either been too narrow in scope as in the
case of experts systems, or with a too broad and shallow scope that requires extensive human
interaction. (Kevin et al.) And Knowledge technologies should encourage users to think
beyond their current boundaries, facilitating organizational activity, promoting continuous
knowledge creation and continuous improvement (CI), and supporting growth through
innovation (Moffett et al., 2004) A successful KMS also needs to create an environment that
encourages users to seek knowledge for themselves and pull it out from sources both within
and beyond the boundaries of the company (Kluge et al.)
In order to design a valuable KMS, it is important to consider three key issues (Moffett et al.,
2004):
(1) Users should not have to learn completely new technologies to use their knowledge more
efficiently but, instead, they should use already known tools to create and process knowledge.
(2) Information awareness, accessibility, availability, input and maintenance must be taken
into account to facilitate decision-making through the KMS (Offsey, 1997)
(3) Effective interaction between individuals and the IT system must be considered in the
functionality of the KMS (Preece et al., 1994)
5.
วัตถุประสงค์ ของการศึกษา (Purposes of the study)
5.1 To shorten the gap between e-Tourism Industry and Tourism Education by using
Knowledge Management System (KMS).
5.2 To develop a sustainable Knowledge Management System for e-Tourism curriculum
development by use of theories and methodology of knowledge management.
6.
ประโยชน์ ทจี่ ะได้ รับจากการศึกษาเชิงทฤษฎีและ/หรื อเชิ งประยุกต์ (Education/application
advantages)
6.1 Support to link tourism industry and education as a whole knowledge supply chain in the
changeable world situation.
6.2 Accelerate innovation of tourism education and its curriculum
6.3 Improve competitiveness and adaptability of colleges and tourism graduates to promote
tourism industry development.
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แผนดาเนินการ ขอบเขตและวิธีการวิจัย (Research designs, scope and methods)
7.1 แผนดาเนินการ
7.
Activity
Time Table
Oct. Nov. Dec. Jan. Feb. March Apri May June July Aug.
2010 2010 2010 2011 2011 2011
l
2011 2011 2011 2011
2011
Literature
Review
Conceptual
Framework
Knowledge
Capture and
Analysis
IT-Based KMS
construction
KMS
implementation
Project
evaluation
7.2 ขอบเขต
7.2.1 Research Sample
 Tourism lecturers/experts
 Tourism Industry (Uniserv)
 Students who choose e-Tourism option in CAMT or study tourism
management in Faculty of Humanities
7.2.2 Research Content
 MMIT eTourism curriculum of CAMT
 General Tourism curriculum
7.2.3 Data Collection
 Primary data
Interviewing with three focus groups, do survey or questionnaires etc.
 Secondary data
eTourism related documents, curriculum provision etc.
7.2.4 Main Research Area
Chiang Mai city of Thailand
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7.3 วิธีการวิจัย
Figure3. The Research Methodology on KMS for e-Tourism Curriculum Development
The research methodology consists of 3 parts:
7.3.1 The supply chain operations reference model (SCOR) is a management tool
used to address, improve, and communicate supply chain management decisions
within a company and with suppliers and customers of a company. The model
describes the business processes required to satisfy a customer’s demands. It also
helps to explain the processes along the entire supply chain and provides a basis
for how to improve those processes.
Plan
Source
Make
Deliver
Return
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7.3.2 Knowledge engineering methodology-CommonKADS
CommonKADS which stands for Common Knowledge Acquisition and Design
System is to support structured knowledge engineering. It provides the methods to perform a
detailed analysis of knowledge-intensive tasks and processes. The methodology aims to
support structured knowledge engineering. It indicates the opportunities and bottlenecks in
the organizations, distributes and applies their knowledge resources, and so gives tools for
corporate knowledge management. It also provides the methods to perform a detailed
analysis of knowledge-intensive tasks and processes. CommonKADS supports the
development of knowledge systems that support selected parts of the business process
(Schreiber 99).
CommonKADS methodology offered a structured approach to break down and
structure knowledge engineering process. It provided CommonKADS model suite for
creation requirements specifications for knowledge system. The method enabled a top-down
approach and provided handles for quality control and feasibility assessment.
Figure4. CommonKADS Business Framework (Nopasit Chakpitak)
Task knowledge
DIAGNOSIS
(task)
task goals
task decomposition
task control
Inference knowledge
basic inference
hypothesize
roles
(inference)
verify
(inference)
Domain knowledge
domain types
domain rules
domain facts
Symptom
(type)
Figure5. KADS Knowledge Model (Nopasit Chakpitak)
Disease
(type)
Test
(type)
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7.3.3 ISO 12207/15504
ISO12207 is an ISO standard for software lifecycle processes which aims to be the
standard that defines all the tasks required for developing and maintaining software. The
standard has the main objective of supplying a common structure so that the buyers,
suppliers, developers, maintainers and technicians involved with the software development
use a common language. This common language is established in the form of well defined
processes.
ISO 12207/15504 PDCA
Figure6. ISO 12207/15504 Process Reference Model
8.
สถานทีท่ ใี่ ช้ ในการดาเนินการวิจัยและรวบรวมข้ อมูล (Location)
College of Arts, Media and Technology, Chiang Mai University, Thailand
9.
ระยะเวลาในการดาเนินการวิจัย (Duration)
Oct.2010-Aug.2011 totally 11 months
10. เอกสารอ้ างอิง(References)
[1]Nonaka，I．，and Takeuchi，14．The knowledge creating company．How
Japanese companies create the dynamics of innovations [M] ．New York Oxford
University Press，1995．
[2]Dwivedi, Yogesh K., Venkitachalam, Krishna, Sharif, Amir M., Al-Karaghouli, Wafi
and Weerakkody, Vishanth (2011) ‘Research Trends in Knowledge Management:
Analyzing the Past and Predicting the Future’, Information Systems Management, 28:1,
43-56
[3]Buhalis. D, E-tourism: Information Technology for Strategic Tourism Management.
England: Prentice Hall, 2003.
[4]Daryl Morey, Mark Maybury & Bhavani Thuraisingham, Knowledge ManagementClassic and Contemporary Works, the MIT Press, 2002
[5]Gibbert，M．，and Leibold，M．Five styles of customer knowledge management
and how smart companies use them to create value [J] ．European Management Journal
，2002，20 (5) ：459—469．
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[6]Davenport，T．H．，and Beers，M．C．Managing Information of Management
Information Systems，1995，12 (1) ：57—80．
[7] Alavi，M．，and Leidner，D．Knowledge management systems：issues，
challenges，and benefits [J] ．Communications of the Association for Information
System，1999，1 (2) ：33-37．
[8] Svei ly，K．Transfer of Knowledge and the information processing professions [J]
，European Management Journal，1996，14 (4) ：379—388．
[9] Inkpen. G, Information Technology for Travel and Tourism. Adddison Wesley
Longman, London, 1998.
[10]Alavi, M. and Leidner, D. E. 1999, “Knowledge management systems: Emerging
views and practices from the field”, Communications of the AIS 1(5), Februry.
[11] Alavi, M. and Leidner, D. E. 2001, “Knowledge management and knowledge
management systems: Conceptual foundations and research issues”. MIS Quarterly
(MISQ), 25(1).
[12] Buhalis, D. and Laws, E. (eds) (2001). Tourism Distribution Channels: Practices,
Issues and Transformations. London: Continuum.
[13] Smith, M. K. (1996, 2000) 'Curriculum theory and practice' the encyclopaedia of
informal education, www.infed.org/biblio/b-curric.htm.
[14] Langenbach, M. (1988) Curriculum Models in Adult Education, Malibar: Krieger.
228 pages
[15] Wragg, T. (1997) The Cubic Curriculum, London: Routledge. 120 + x pages.
[16] Langenbach, M. (1988) Curriculum Models in Adult Education, Malibar: Krieger.
228 pages.