View of Graduate Students' Requirement and Their Expectations n Graduate Programs, Mahasarakham Business School, Mahasarakham University

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Graduate Students’ Requirements and Their Expectations on Graduate Programs,Mahasarakham Business School, Mahasarakham University

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Kirinda Chaisrisuth*

Received: November 15,2017, Revised: February 2,2018, Accepted : February 6,2018

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* Academic Service officer, Mahasarakham Business School, Mahasarakham University

Abstract

Objective of this research is to study graduate students’ requirements and their expectations on the graduate programs. Data were collected from 252 graduate students, Mahasarakham Business School, Mahasarakham University. Questionnaire was employed as a tool in this study. Mean, Standeard deviation, T-Test and F-test (ANOVA and MANOVA) were used for the data analysis. The results reveal that graduate students had opinion about requirements and their expectations on teaching management system at a high level. Requirements and expectations for lecturers are, for example, to be able to cover course’s objectives, having education degree related to the course, having relevance assessment and appropriate ethics. Requirements and expectations on the graduate course are, for example, focusing on student-based learning, providing opportunities for participation in the class. In addition, the course curriculum should be regularly updated with the current events. Requirements and expectations on academic services include advisory and guidance should be easy to understand, be able to provide information to students promptly, and be able to provide information about scholarship and research funding. Requirements and expectations on teaching equipment are that it should provide clear instructional media, sufficient and up-to-dated equipment. Requirements and expectations on general services are be able to provide services via social media, providing fast and efficient services, encouraging recreation activities in order to develop connection among students in the future. Lastly, requirement and expectations on

teaching location are to provide good environment for both inside and outside classrooms as well as having sufficient classrooms.

Moreover, the results show that there is no statistic significant different on their needs and expectations with regard to their sex (T-Statistics =1.817), their age (F-Statistics=3.303) and their course (F-Statistics= 1.667)

Keywords : Requirements ; Expectation; Teaching management ; Academic ; Graduate Studies

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ś ª·›¸„µ¦—εÁœ·œ„µ¦ª·‹´¥

3.1 „¦³ªœ„µ¦Â¨³ª·›¸„µ¦Á¨º°„„¨»n¤˜´ª°¥nµŠ

śřř ž¦³µ„¦ (Population) š¸ÉčoĜ„µ¦ª·‹´¥ ŗo„n œ·­·˜¦³—´´–”·˜«¹„¬µ‡–³„µ¦´¸

¨³„µ¦‹´—„µ¦š¸É¤¸ºÉ°Äœ¦³ MIS …°Š¤®µª·š¥µ¨´¥¤®µ­µ¦‡µ¤ ‹Îµœªœ ŚŝŚ ‡œ (š³Á¸¥œ¦µ¥ºÉ°Äœ¦³

MIS ž¦³‹Îµž¸„µ¦«¹„¬µ, Śŝŝş : ÁªÈÅŽ˜r)

śřŚ „¨»n¤˜´ª°¥nµŠ (Sample) š¸ÉčoĜ„µ¦ª·‹´¥‡¦´ÊŠœ¸ Ê Å—o„n œ·­·˜¦³—´´–”·˜«¹„¬µ‡–³„µ¦´¸

¨³„µ¦‹´—„µ¦š¸É¤¸ºÉ°Äœ¦³ MIS …°Š¤®µª·š¥µ¨´¥¤®µ­µ¦‡µ¤ ‹Îµœªœ řŝŚ ‡œ ×¥Áž·—˜µ¦µŠ Krejcie ¨³ Morgan (»¤ «¦¸­³°µ—, ŚŝŝŞ : 43) ¨³Äoª·›¸­»n¤˜´ª°¥nµŠÂ´Êœ£¼¤· (Stratified Random Sampling)

śŚ „µ¦ª´—‡»–¨´„¬–³…°Š˜´ªÂž¦

‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´ŠÂ­°™µ¤ÁžÈœÂ¤µ˜¦µ­nªœž¦³¤µ–‡nµ (Rating Scale) ŝ ¦³—´ ‹µ„‡ªµ¤‡·—Á®Èœ¤µ„š¸É­»— (ŝ) ™¹Š‡ªµ¤‡·—Á®Èœœo°¥š¸É­»— (ř) ‹Îµœªœ śŘ …o° ž¦³„°—oª¥ Ş —oµœ

—oµœ®¨´„­¼˜¦„µ¦Á¦¸¥œ„µ¦­°œ ŝ …o° —oµœ°µ‹µ¦¥rŸ¼o­°œ ŝ …o° —oµœ°»ž„¦–r„µ¦Á¦¸¥œ„µ¦­°œ ŝ …o° —oµœ­™µœš¸É

­Îµ®¦´„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œ ŝ …o° —oµœ„µ¦Ä®o¦·„µ¦ª·µ„µ¦ ŝ …o° ¨³—oµœ„µ¦Ä®o¦·„µ¦š´ÉªÅž ŝ …o°

3.3 ‡»–£µ¡Á‡¦ºÉ°Š¤º°

Ÿ¼oª·‹´¥Å—ošÎµ„µ¦š—­°„µ¦®µ‡nµ‡ªµ¤ÁºÉ°¤´Éœ…°ŠÁ‡¦ºÉ°Š¤º° (Reliability Test) „µ¦®µ‡nµ°Îµœµ‹

‹ÎµÂœ„…°ŠÂ­°™µ¤ÁžÈœ¦µ¥…o° (Discriminant Power) ץčoÁš‡œ·‡ Item – total Correlation Ž¹ÉŠ„µ¦ž¦³¥»„˜rčo­ºÉ°­´Š‡¤°°œÅ¨œr ŗo‡nµ°Îµœµ‹‹ÎµÂœ„ (r) °¥¼n¦³®ªnµŠ Řŝşś – Řşŝš ¨³‡ªµ¤¡¹Š¡°Ä‹

„µ¦Äo¦·„µ¦ ŗo‡nµ°Îµœµ‹‹ÎµÂœ„ (r) °¥¼n¦³®ªnµŠ Řŝşś-Řşŝš °¥¼nĜ¦³—´¤µ„„ªnµ ŘśŘ ­µ¤µ¦™œÎµÅžÄo Á„ȝ¦ª¦ª¤…o°¤¼¨„´„¨»n¤˜´ª°¥nµŠÅ—o „µ¦®µ‡nµ‡ªµ¤ÁºÉ°¤´Éœ…°ŠÁ‡¦ºÉ°Š¤º° (Reliability) ץčo‡nµ­´¤ž¦³­·š›·Í °¨¢µ (Alpha Coefficient) ˜µ¤ª·›¸…°Š‡¦°œµ‡ (Cronbach) Ž¹ÉŠ„µ¦ž¦³¥»„˜rčo­ºÉ°­´Š‡¤°°œÅ¨œr ŗo

‡nµ­´¤ž¦³­·š›·Í°¨¢µ °¥¼n¦³®ªnµŠ ŘŠş – Řšŝř ¨³‡ªµ¤¡¹Š¡°Ä‹„µ¦Äo¦·„µ¦ ŗo‡nµ­´¤ž¦³­·š›·Í°¨¢µ

°¥¼n¦³®ªnµŠ ŘŠšř – ŘšŚş Ž¹ÉŠ­°—‡¨o°Š„´ Nunnally ¨³ Bernstein (Ś) š¸ÉÁ­œ°ªnµ‡nµ‡ªµ¤ÁºÉ°¤´Éœ

Á„·œ„ªnµ ŘşŘ ÁžÈœ‡nµš¸É¥°¤¦´Å—oÁžÈœÁ‡¦ºÉ°Š¤º°š¸É¤¸‡»–£µ¡ ­µ¤µ¦™œÎµÅžÄoĜ„µ¦Á„ȝ¦ª¦ª¤…o°¤¼¨„´

„¨»n¤˜´ª°¥nµŠÅ—o

3.4 „µ¦Á„ȝ¦ª¦ª¤…o°¤¼¨

­Îµ®¦´„µ¦ª·‹´¥‡¦´ÊŠœ¸ Ê Ÿ¼oª·‹´¥Å—o‹„­°™µ¤Ä®o„´œ·­·˜¦³—´´–”·˜Äœ´ÊœÁ¦¸¥œ—oª¥˜œÁ°Š

‹µ„œ´Êœ ‹¹ŠœÎµ¤µª·Á‡¦µ³®r×¥„µ¦®µ‡nµÁŒ¨¸É¥ ‡nµ­nªœÁ¸É¥ŠÁœ¤µ˜¦“µœ ¨³ª·Á‡¦µ³®rÁž¦¸¥Áš¸¥Ã—¥‹ÎµÂœ„

˜µ¤Á¡« °µ¥»Â¨³®¨´„­¼˜¦ ץčo t-test ¨³„µ¦ª·Á‡¦µ³®r‡ªµ¤Âž¦ž¦ªœšµŠÁ—¸¥ª (One way ANOVA) ¨³

„µ¦š—­°‡ªµ¤Â˜„˜nµŠ…°Š‡nµÁŒ¨¸É¥ÁžÈœ¦µ¥‡¼n—oª¥ª·›¸„µ¦…°Š Scheffe’s

Aaker, Kumar Ēúą

Day (2001 : 1)

4. Ÿ¨¨´¡›r„µ¦ª·‹´¥Â¨³°£·ž¦µ¥Ÿ¨

Ÿ¼oª·‹´¥Å—oœÎµÁ­œ°Ÿ¨„µ¦ª·‹´¥Ã—¥ÂnŠ˜°œ˜µ¤ª´˜™»ž¦³­Š‡r…°Š„µ¦ª·‹´¥—´Šœ¸ Ê

˜µ¦µŠ 1 ‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š…°Šœ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸˜n°„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œ

œ·­·˜¦³—´´–”·˜«¹„¬µ ×¥¦ª¤Â¨³ÁžÈœ¦µ¥—oµœ

‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š _& S.D. ¦³—´‡ªµ¤‡·—Á®Èœ

1. —oµœ®¨´„­¼˜¦„µ¦Á¦¸¥œ„µ¦­°œ 4.15 0.45 ¤µ„

2. —oµœ°µ‹µ¦¥rŸ¼o­°œ 4.22 0.56 ¤µ„

3.

4.

5.

6.

—oµœ°»ž„¦–r„µ¦Á¦¸¥œ„µ¦­°œ

—oµœ­™µœš¸É­Îµ®¦´„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œ

—oµœ„µ¦Ä®o¦·„µ¦ª·µ„µ¦

—oµœ„µ¦Ä®o¦·„µ¦š´ÉªÅž

3.94 3.72 4.01 3.86

0.56 0.55 0.63 0.61

¤µ„

¤µ„

¤µ„

¤µ„

×¥¦ª¤ 3.98 0.43 ¤µ„

‹µ„˜µ¦µŠ 1 œ·­·˜¦³—´´–”·˜«¹„¬µ¤¸‡ªµ¤‡·—Á®Èœ—oª¥Á„¸É¥ª„´‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š

…°Šœ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸˜n°„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œ¦³—´´–”·˜Ã—¥¦ª¤°¥¼nĜ¦³—´¤µ„ (&= śšŠ) Á¤ºÉ°¡·‹µ¦–µÁžÈœ¦µ¥—oµœ Á¦¸¥Š¨Îµ—´‡nµÁŒ¨¸É¥‹µ„¤µ„Åž®µœo°¥ ś ¨Îµ—´Â¦„ ŗo„n —oµœ°µ‹µ¦¥rŸ¼o­°œ

(&= ŜŚŚ) —oµœ®¨´„­¼˜¦„µ¦Á¦¸¥œ„µ¦­°œ(&= Ŝřŝ) ¨³—oµœ„µ¦Ä®o¦·„µ¦ª·µ„µ¦ (&= ŜŘř)

˜µ¦µŠ Ś „µ¦Áž¦¸¥Áš¸¥‡ªµ¤‡·—Á®ÈœÁ„¸É¥ª„´„µ¦‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š…°Šœ·­·˜ ¦³—´´–”·˜«¹„¬µ š¸É¤¸˜n°„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œœ·­·˜¦³—´´–”·˜«¹„¬µ ×¥¦ª¤š¸É¤¸Á¡«Â˜„˜nµŠ„´œ (t-test)

‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š µ¥ ®·Š t p-value

& S.D. _& S.D.

1. —oµœ®¨´„­¼˜¦„µ¦Á¦¸¥œ„µ¦­°œ ŜŚŝ ŘŜŝ 4.13 0.45 1.259 Řśś8

Ś —oµœ°µ‹µ¦¥rŸ¼o­°œ ŜŚš Řŝś 4.20 0.05 0.768 ŘšŠř

ś —oµœ°»ž„¦–r„µ¦Á¦¸¥œ„µ¦­°œ ŜŘř ŘŜŝ 3.91 0.59 1.044 ŘŚŚŝ

Ŝ —oµœ­™µœš¸É­Îµ®¦´„µ¦‹´—„µ¦Á¦¸¥œ „µ¦­°œ śšŘ Řśš 3.67 0.67 2.127 ŘŘŘŚ*

ŝ —oµœ„µ¦Ä®o¦·„µ¦ª·µ„µ¦ ŜřŞ ŘŜś 3.98 0.67 1.409 ŘŘšŜ

Ş —oµœ„µ¦Ä®o¦·„µ¦š´ÉªÅž ŜŘŚ Řśš 3.82 0.65 1.670 ŘŘŘŚ*

×¥¦ª¤ Ŝřř ŘśŘ 3.95 0.45 1.817 ŘŘŠš

* ¤¸œ´¥­Îµ‡´šµŠ­™·˜·š¸É¦³—´ 0.05

‹µ„˜µ¦µŠ 2 ¡ªnµ œ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸Á¡«˜nµŠ„´œ¤¸‡ªµ¤‡·—Á®Èœ—oª¥Á„¸É¥ª„´‡ªµ¤˜o°Š„µ¦

¨³‡ªµ¤‡µ—®ª´Š…°Šœ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸˜n°„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œœ·­·˜¦³—´´–”·˜«¹„¬µÃ—¥¦ª¤Å¤n ˜„˜nµŠ„´œ (t-Statistics = 1.817) ¨³Á¤ºÉ°¡·‹µ¦–µÁžÈœ¦µ¥—oµœ ¡ªnµ œ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸Á¡«Â˜„˜nµŠ

„´œ¤¸‡ªµ¤‡·—Á®Èœ—oª¥„´‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š—oµœ­™µœš¸É­Îµ®¦´„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œ(t-Statistics

= 2.127) ¨³—oµœ„µ¦Ä®o¦·„µ¦š´ÉªÅžÂ˜„˜nµŠ„´œ (t-Statistics = 1.670)

˜µ¦µŠ 3 „µ¦Áž¦¸¥Áš¸¥‡ªµ¤‡·—Á®ÈœÁ„¸É¥ª„´‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š…°Šœ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸

˜n°„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œœ·­·˜¦³—´´–”·˜«¹„¬µÃ—¥¦ª¤ š¸É¤¸°µ¥»Â˜„˜nµŠ„´œ (ANOVA)

‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤

‡µ—®ª´Š

®¨nŠ…°Š

‡ªµ¤Âž¦ž¦ªœ

df SS MS F p-value

×¥¦ª¤

¦³®ªnµŠ„¨»n¤

£µ¥Äœ„¨»n¤

¦ª¤

ř řŝŘ řŝř

ŘŞŘŞ ŚşŝŚŜ ŚŠřśŘ

ŘŞŘŞ ŘřŠś

śśŘś ŘŘşř

‹µ„˜µ¦µŠ 3 ¡ªnµœ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸°µ¥»Â˜„˜nµŠ„´œ¤¸‡ªµ¤‡·—Á®Èœ—oª¥Á„¸É¥ª„´

‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š…°Šœ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸˜n°„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œœ·­·˜¦³—´

´–”·˜«¹„¬µÃ—¥¦ª¤Å¤n˜„˜nµŠ„´œ (F-Statistics = 3.303)

˜µ¦µŠ 4 „µ¦Áž¦¸¥Áš¸¥‡ªµ¤‡·—Á®ÈœÁ„¸É¥ª„´„µ¦‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š…°Šœ·­·˜¦³—´´–”·˜«¹„¬µ š¸É¤¸˜n°„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œœ·­·˜¦³—´´–”·˜«¹„¬µÃ—¥¦ª¤ š¸É¤¸®¨´„­¼˜¦Â˜„˜nµŠ„´œ (ANOVA)

‡ªµ¤˜o°Š„µ¦Â¨³

‡ªµ¤‡µ—®ª´Š

®¨nŠ…°Š

‡ªµ¤Âž¦ž¦ªœ

df SS MS F p-value

×¥¦ª¤

¦³®ªnµŠ„¨»n¤

£µ¥Äœ„¨»n¤

¦ª¤

ś řŜŠ řŝř

ŘšŚŘ ŚşŚřŘ ŚŠřśŘ

؜غ ŘřŠŜ

řŞŞş Řřşş

‹µ„˜µ¦µŠ Ŝ ¡ªnµ œ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸®¨´„­¼˜¦Â˜„˜nµŠ„´œ¤¸‡ªµ¤‡·—Á®Èœ—oª¥Á„¸É¥ª

„´‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š…°Šœ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸˜n°„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œœ·­·˜¦³—´

´–”·˜«¹„¬µÃ—¥¦ª¤Å¤n˜„˜nµŠ„´œ (F-Statistics = 1.667)

ŝ …o°Á­œ°Âœ³­Îµ®¦´„µ¦ª·‹´¥Äœ°œµ‡˜Â¨³ž¦³Ã¥œr…°Š„µ¦ª·‹´¥

1. „µ¦ª·‹´¥œ¸ ÊÁžÈœ„µ¦ª·‹´¥Á·Šž¦·¤µ– Á¡ºÉ°Ä®oŗo…o°¤¼¨š¸É¤¸¦µ¥¨³Á°¸¥—¤µ„…¹Êœ ‡ª¦¤¸„µ¦Á„ȝ

…o°¤¼¨ÄœÁ·Š‡»–£µ¡‡ª‡¼n„´œÅž—oª¥Á¡ºÉ°‹³Å—o…o°¤¼¨š¸É´—Á‹œ­µ¤µ¦™œÎµÅžÄo¡´•œµÅ—o˜n°Åž

2. ‡ª¦«¹„¬µ‡ªµ¤¡¹Š¡°Ä‹…°Šœ´„«¹„¬µ¦³—´´–”·˜«¹„¬µš¸É¤¸˜n°‡»–£µ¡„µ¦Ä®o¦·„µ¦

…°Š nµ¥ª·µ„µ¦¦³—´´–”·˜«¹„¬µ ‡–³„µ¦´¸Â¨³„µ¦‹´—„µ¦°¥nµŠ˜n°ÁœºÉ°Šš»„Ç ž¸

3. ‡ª¦¤¸„µ¦«¹„¬µž´‹‹´¥š¸É¤¸Ÿ¨˜n°„µ¦‹¼ŠÄ‹Äœ„µ¦ž’·´˜·…°Š»‡¨µ„¦Ÿ¼oÄ®o¦·„µ¦…°Š nµ¥ª·µ„µ¦¦³—´

´–”·˜«¹„¬µ ‡–³„µ¦´¸Â¨³„µ¦‹´—„µ¦ Á¡ºÉ°œÎµŸ¨¤µ˜n°¥°—čoÁžÈœÂœªšµŠ„µ¦Äœ„µ¦„ε®œ—ÁžÈœ¥»š›«µ­˜¦r

„µ¦¡´•œµ»‡¨µ„¦…°Š nµ¥ª·µ„µ¦¦³—´´–”·˜«¹„¬µ˜n°Åž

Ş. ­¦»žŸ¨„µ¦ª·‹´¥

‡ªµ¤˜o°Š„µ¦Â¨³‡ªµ¤‡µ—®ª´Š…°Šœ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸˜n°„µ¦‹´—„µ¦Á¦¸¥œ„µ¦­°œœ·­·˜¦³—´

´–”·˜«¹„¬µ…°Š‡–³„µ¦´¸Â¨³„µ¦‹´—„µ¦ ‹µ„„µ¦«¹„¬µ ¡ªnµ œ·­·˜¦³—´´–”·˜«¹„¬µš¸É¤¸Á¡« °µ¥» ¨³

®¨´„­¼˜¦š¸É˜„˜nµŠ„´œ¤¸‡ªµ¤‡·—Á®ÈœÂ¨³‡ªµ¤˜o°Š„µ¦Å¤n˜„˜nµŠ„´œ š´ÊŠœ¸ Ê °µ‹ÁœºÉ°Š‹µ„‡–³¤¸„µ¦‹´—„µ¦Á¦¸¥œ

„µ¦­°œš¸É­°—‡¨o°Š„´‡ªµ¤˜o°Š„µ¦…°Šœ·­·˜¦³—´´–”·˜«¹„¬µ Ťnªnµ‹³ÁžÈœ—oµœ°µ‹µ¦¥rŸ¼o­°œš¸É¤¸‡»–ª»•·

„µ¦«¹„¬µš¸É­°—‡¨o°Š„´­µ…µš¸É­°œ ¤¸®¨´„­¼˜¦Ä®oÁ¨º°„®¨µ„®¨µ¥­µ…µš¸É˜o°Š„µ¦…°Š˜¨µ—¦ŠŠµœÂ¨³

¤¸„µ¦¦·„µ¦—oµœª·µ„µ¦š¸ÉÁ®¤µ³­¤ ‹³¤¸Á¡¸¥ŠµŠ­nªœÁšnµœ´Êœš¸É˜o°Š‹´—„µ¦­nŠÁ­¦·¤Ä®o„´œ·­·˜Á¡ºÉ°Ä®o„µ¦‹´—„µ¦

Á¦¸¥œ„µ¦­°œ¤¸‡»–£µ¡¤µ„¥·ÉŠ…¹Êœ ‡º°—oµœ­™µœš¸É‹´—„µ¦Á¦¸¥œ„µ¦­°œÁ¡¦µ³­£µ¡Âª—¨o°¤£µ¥Äœ®o°ŠÁ¦¸¥œ°µ‹

ÁžÈœÁ¡¦µ³°µ‡µ¦Á¦¸¥œÁžÈœ°µ‡µ¦®¨´ŠÁ„nµ¤µœµœ®¨µ¥ž¸Â¨oª —´Šœ´Êœ Ÿ¼o¦·®µ¦‡ª¦¤¸„µ¦‹´—­™µœš¸ÉÁ¦¸¥œÄ®oÁ®¤µ³­¤

„´‡ªµ¤˜o°Š„µ¦…°Šœ·­·˜¦³—´´–”·˜«¹„¬µ Á¡ºÉ°ÁžÈœ„µ¦¦°Š¦´„µ¦Á˜¦¸¥¤‡ªµ¤¡¦o°¤Á¡ºÉ°„oµª­¼nž¦³µ‡¤

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‡–³„µ¦´¸Â¨³„µ¦‹´—„µ¦ ¤®µª·š¥µ¨´¥¤®µ­µ¦‡µ¤ (ŚŝŜş) ž¦³ª´˜·‡–³„µ¦´¸Â¨³„µ¦‹´—„µ¦

<http://www.acc.msu.ac.th/mbs2016/index.php>

»¤ «¦¸­³°µ— (ŚŝŝŞ) „µ¦ª·‹´¥ÁºÊ°Š˜oœ ¡·¤¡r‡¦´ÊŠš¸É 9 „¦»ŠÁš¡² : ­»ª¸¦·¥µ­µ­rœ

š³Á¸¥œ¦µ¥ºÉ° (ŚŝŜş) ¦³0,6¤®µª·š¥µ¨´¥¤®µ­µ¦‡µ¤ ¤®µ­µ¦‡µ¤ 15 ¤¸œµ‡¤ ŚŝŞŘ

<http://www.msu.ac.th/>

Aaker, D.V., V. Kumer and G.S.Day. (2001). 0DUNHWLQJUHVHDUFK. 7 th ed. New York : John Wiley &

Sons,

De Cecco, J.P. (1967) 7KH3V\FKRORJ\RI/DQJXDJH7KRXJKWDQG,QVWUXFWLRQ1HZ<RUN +ROW5XQFKDUWDQG:LQVWRQ.

Nunnally, J. C. and I.H. (2005) %HUQVWHLP3V\FKRPHWULFWKHRU\. New York : McGraw Hill, Oxford University. (1989) 7KH2[IRUG(QJOLVK'LFWLRQDU\. Second Edition Volume

Oxford. Oxford : Oxford University.