The objectives of this research were: 1) to explore existing situations, desirable situations, and the need to develop cooperative learning management competencies of university lecturers; and 2) to develop a program to strengthen cooperative learning management competencies of university lecturers. A multi-phase mixed methods research approach was employed, divided into two phases: Phase 1, which explored existing situations, desirable situations, and the need to develop cooperative learning management competencies among university lecturers. The samples were 380 university lecturers and administrators in Nanning, Guangxi. The research instrument was a 5-rating scale questionnaire with reliability of the existing situation equal to 0.981, and desirable situation equal to 0.984; Phase 2 involved developing a program to strengthen cooperative learning management competencies of university lecturers. Informants were 5 outstanding university lecturers and 7 experts to evaluate the program. Research instruments included an interview form and a program evaluation form. Statistics used to analyze data were mean, standard deviation, and modified priority needs index. The research results were: 1) The existing situations of university lecturers competencies in cooperative learning management were at a moderate level, while desirable situations were at a very high level. The need to develop cooperative learning management competencies of university lecturers were ranked from high to low: media and learning resources, measurement and evaluation, design of cooperative learning management activities plan, curriculum analysis, and cooperative learning activities management; and 2) A program to strengthen cooperative learning management competencies of university lecturers comprising 2.1) rationale, 2.2) objectives: to educate and develop the abilities and skills university lecturers in managing cooperative learning, 2.3) content consists five modules: curriculum analysis, designing cooperative learning activities, managing cooperative learning activities, media and learning resources, and measurement and evaluation, 2.4) methods of development consist of two stages: stage 1 was intensive workshop, and stage 2 was on-the-job development, 2.5) Media and learning resources, and 2.6) Measurement and evaluation consists of a test, observation form, and abilities and skills evaluation form. The results of the program evaluation were at the highest level in propriety, feasibility, and utility.
Zhanpeng et al. (Sat,) studied this question.