The objects of this research were (1) to study Third-Year Students’ stress at Faculty of Business Administration Rajamangala University of Technology Phra Nakhon. In Overall and each of four aspects: learning management study skills learning environment and relationship with classmate. (2) To compare stress of Third – Year Students Stress at Faculty of Business Administration. In overall and each aspect classified by gender major group grade point average (GPA) place of birth family economic status the inter personal relationship between student and parents child. The simple consisted of 439 Third – Year Students Stress at Faculty of Business Administration. The statistics used for analysis the data were frequency percentage mean standard deviation t-test one way analysis of variance and LSD. The result of the study revealed that: 1. Male and female students had significant different of stress on relationship with friends at .05 level. 2. Students with different major group had significant different on overall stress at .05 level. 3. Students with different grade point average (GPA) had significant different of stress on relationship with friends at .05 level. 4. Students with different family economic status had no different of stress. 5. Students with different place of birth had no different of stress. 6. Students with different interpersonal relationship patterns had no different of stress. 7. Students whose parents had different child rearing styles had different stress in learning management study skills and learning environment significant at .05 level.

This research aimed to study the lifestyle behavior of students of Rajamangala University of Technology Phra Nakhon according to the Sufficiency Economy Philosophy. To study the factors influencing the lifestyle behavior of students of Rajamangala University of Technology Phra Nakhon according to the Sufficiency Economy Philosophy. Data collection was conducted between October 2020 and September 2021. It was a survey research using questionnaires. It consists of 4 parts: 1) general information of students which are demographic characteristics 2) knowledge and understanding of the Sufficiency Economy Philosophy 3) lifestyle behavior according to the Sufficiency Economy Philosophy and 4) the students opinions on the adoption of the Sufficiency Economy Philosophy. Sufficiency Economy Philosophy is applied in life. The sample group in the research was students of the University of Technology. The data were analyzed using descriptive statistics for demographic characteristics. The results showed that Demographic data of students of Rajamangala University of Technology Phra Nakhon found that most of them were female aged 20 years studying at the Faculty of Business Administration in the 3rd year. Most of their parents were employed. Family income per month is 20001 – 30000 baht there are expenses per month. (Students only) is 3001 – 6000 baht per month and most students live at home during their studies. in the field of knowledge Understanding of Sufficiency Economy Philosophy Student at Rajamangala University of Technology Phra Nakhon most have knowledge Understanding of Sufficiency Economy Philosophy knowledge level is moderate and when classified according to demographic data show that Students of Rajamangala University of Technology Phra Nakhon with different demographic data knowledge and understanding of sufficiency economy philosophy Life behaviors according to the Sufficiency Economy Philosophy of students of Rajamangala University of Technology Phra Nakhon overall and in each aspect at a high level They can be sorted in descending order of average as follows: Moral conditions reasonableness good immunity moderation and knowledge conditions respectively.

The objective of this research was to develop the engineering students in accordance with the Bachelor of Engineering (B.Eng.) curriculum (industrial engineering) through the work-integrated learning program under which the students worked in the production line from Monday to Friday and studied the theories on Saturday. The learning program continued throughout the semester under the collaboration with Thai Cutting Tools Manufacturers (TCTM) of which 26 companies participated in the program. The program determined the development plan for the students of IE.102 course: Basic Production Process for Engineers through the project-based learning (PBL) program in accordance with the CDIO standard (Standards No.1-4). Twenty-seven (27) students of the work-integrated learning (WiL) program worked in 7 companies which were manufacturers and developers of cutting tools machine tools high precision parts and machines. All participating companies were designer and developers of new products and innovations and their products were distributed in and outside the country. Hence the students learnt from working in the production line to create new products according to the production plan. The products newly created through the integrated production method consisted of machine tools automated machines lathe milling drilling fitting grinding welding and metal sheets. The students learnt to use the tools to assemble and create the machines and developed the technology operation skill for production of high precision products. The learning and working were combined and applied to create those products. The students’ skills were developed in compliance with the CDIO standard (Standards No. 5) as the program required them to work in the workspaces to create the products in compliance with the CDIO standard (Standards No.6). The students created the cutting tools in compliance with the CDIO standard (Standard No.7) such as drills center drills end mills reamers insert tools and cutter tools. The students also created shafts gears bushes bolts and wedge assembled the parts in the power transmission of the machines the electric and electronic circuits of the machines and the electric motors and created the machines and molds for production. The teaching arrangement learning assessment and examination of the students’ competency were assessed from the integrated learning skills. Each student undertook the practices to develop the personal and interpersonal skills. The program development was based on self-learning under the supervision monitoring and recommendation of the lecturers specialized in the product design product creation and production management to develop the students in compliance with the CDIO standard (Standard No.7).The students practiced different skills such as conceiving designing implementing and operating respectively. In addition the students reported the progress under the project-based learning program and assessed the learning results before and after the learning session. Based on the study development under the “work college” project it was found that the students could develop the basic engineering skills throughout the semester. The basic engineering skills comprised the followings; 1) Integrated skill on the machine and tool operation in the basic engineering production process 2) Drawing and production drawing analysis skills 3) Material feature analysis skill for production 4) Machine-operating skill for production 5) Measuring tool-operation skill for product quality inspection 6) Machine tool and equipment operation skill for production of finish products 7) Part and component replacement skill for machine maintenance 8) Problem-solving skill in part and component production in case of incompliance with production drawing 9) Analysis skill of production process and conditions for operation at the workplace 10) Interpersonal skill obtained through the duty performance correction of defect parts in accordance with the advices of supervisors problem-solving with colleagues and project development. The 27 students gained the experiences through the work performance in the workplace according to the learning by doing approach. They performed duties developed the project solved problems and obtained the technology operation skill for production in accordance with the assigned tasks. They were trained to systematically solve the work problems. All of them produced cutting tools high precision tools and other tools from drawings and innovative development. They were equipped with basic engineering skills in compliance with the course curriculum standard and CDIO (Standards No. 8). The research findings affirmed that the students’ competency was increased with statistical significance of 0.5. Each of them developed a project under the project-based learning program. The developed projects were highly important. The students’ competency was developed through work performance covering product creation problem-solving. They learnt about the created products and their lifecycle in accordance with the science and engineering study approach. They were trained to identify the problems analyze the causes design the solutions implement the drawing designs and create the new products from the experimental results. The students were developed under the work-integrated learning program in accordance with the CDIO standard. The engineering skills were equipped through the creation of high precision tools and hard metal tools. Through the integrated learning the students obtained the basic engineering knowledge on the mathematic and physic calculations creation of the engineering drawings material analysis for engineering production project management and technology and innovation creation. The students communicated in English during working at the workplace. They understood the material features designed products for production and used these products to further create other products. They understood the connection of the supply chain in the industry with regard to production of 4 product categories which helped the students on creativity knowledge integration for engineering product creation product integration for further production and utilization of the industrial supply chain. The research contributed to the engineer development with regard to science research and innovation for the sustainable development.

The purposes of this research were : 1) study the personal factors of undergraduate 1 st year students Dusit Thani College 2) the decision to undergraduate of 1st year students Dusit Thani College and 3) personal factors that affect the decision of undergraduate 1 st year students Dusit Thani College. The samples students were studying in undergraduate 1st year Dusit Thani College 229. The instrument used in this research was the statistical methods used to analyzed data were frequency percentage mean standard deviation t-test and one-way analysis of variance. Data were analyze using a computer program. The results showed that: 1) Individual students 1st year Dusit Thani College most were female parents of students a professional commercial / personal career. The parents of students a bachelors degree. The parents of students were earning more than 30001 baht and students were living in dorm / house / condominium 2) the study of undergraduates Dusit Thani College students were as a priority. The high level the first two items in order from most to least was found that the side with the highest mean score. The reputation of the institution followed by the course content. The satisfaction of the instructor. The personal attention the aptitude of students the economic and social conditions and the average minimum was the cost of the program. and 3) personal factors that affect the decision to undergraduate students of 1st year Dusit Thani College found that gender profession of parents. The educational level of parents family income and student were housing affect the decision to undergraduate study Dusit Thani College .The statistical significance level.05