Thumvichit A.Tangkiengsirisin S.Pan Z.Mahidol University2026-03-012026-03-012026-01-01Relc Journal (2026)00336882https://repository.li.mahidol.ac.th/handle/123456789/115461Scholars and practitioners have raised concerns regarding the implementation of English-medium instruction (EMI) in higher education, one of which relates to the complete lack of universal guidelines for quality assurance purposes. This study illustrates how the English-Medium Instruction Q Evaluation (EMI-QE), a systematic tool for evaluating EMI components in higher education programs, can be applied in practice. Following the principles of Q methodology, it integrates a forced-distribution data collection technique and by-person factor analysis to systematically identify different stakeholder-experience profiles. A Business Administration program was evaluated with 50 students serving as participants, who sorted 40 statements onto a Q-sort grid and took part in semi-structured interviews. The findings highlight both strengths and areas for improvement, which can be grouped into three main domains: (1) lecturers’ use of English, (2) barriers to classroom participation, and (3) institutional support. Methodological implications are also discussed to demonstrate how the EMI-QE can help bridge the gap between EMI research and practice. The EMI-QE was found to be a useful means for assessing stakeholders’ subjective experiences in a systematic way, which turned them into actionable data for program improvement. It could also be used as a formative tool to guide ongoing development of the program.Social SciencesArts and HumanitiesArticleSCOPUS10.1177/003368822614232072-s2.0-1050307187821745526X