ABSTRACT

This study explores methods and practices for enhancing the quality of music dissertations in higher education institutions across Thailand. A qualitative research methodology was employed, grounded in phenomenology, to investigate this subject. Data were gathered through in-depth interviews with 12 distinguished music professors, specializing in both Thai and Western music, all of whom have at least five years of experience as primary thesis advisors at the graduate level. The findings are organized into three key paradigms: (1) improving student characteristics, including admissions, academic presentations, research sponsorship, and the role of research assistants; (2) supporting the dissertation process, with a focus on raising student awareness, enhancing the roles of advisors, and developing support mechanisms; and (3) elevating the quality of music dissertations, divided into five categories: musicology, music education, Western music performance, Western composition, and Thai traditional music composition.

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