This research is about the management of innovation and wisdom: transitions of community financial institutions in the lower central region. The objective is to study solutions to financial problems for members of financial institutions by recommending the knowledge of the _risk of incomes knowledge of credits arising from financial corporation loans and analyses of financial security conditions. It studies the process of hedging the income risks against the returns from credit or loan services. This is to be guidelines for developing and solving the financial problems of financial institutions in line with the lifestyle of financial organization members in the lower central region; Phetchaburi Kanchanaburi and Ratchaburi provinces. This research is mixed methods; both quantitative and qualitative. Quantitative data includes descriptive statistics to describe the status of household members in the lower central region classified by the nature of the information in terms of economy society households and infrastructure conditions. The total value percentage and mean are analyzed by logistic regression to determine the relationship of the variables. Qualitative data come from interview methods and focus groups as well as applications of participatory action research. The research results showed that: 1.The majority of the farmers was female (63.7 percent) and were in the age range of 51-55 years old (38.8%). There were farmers with marriage-marital status (55.3%) secondary-school-level education (34.25%)1-3 household members (51.2%) farmers with incomes ranging from 10001 -20000 baht (39%) and farmers with expenses from 5001 - 10000 baht (28.7%). There were the need to increase knowledge of risks from training. Knowledge of financial transactions showed that farmers have the need for training (78.8%) and the need of training about proper financial planning showed that farmers have 100 percent of training needs. 2.The causes of indebtedness for the farmers in the lower central region include new debts to repay existing debts (21.4%) housing debts (20.8%) consumption debts (19.6%) childrens education loans (18.8%) investment in agriculture (17.1 %) the impulse side of access to government policies (2.3%) as well as health problems. Most farmers who have debts from borrowing often encounter failures from borrowing to invest in agriculture. They lack professional knowledge lack financial disciplines among farmers such as borrowing to repay old debts causing insufficient funds for investment lack of planning for future savings and of accounting for income and expenses. Problem-solving suggestions: It is very important to educate the households as a partner of cooperation. Education about the financial risks will lead to the hedging process to be consistent with the way of life of the community leading to concrete actions and to development throughout the course. This also includes the ability to improve and modify operations to be successful during operational processes as well as development processes ranging from thinking decision-making planning its implementation and evaluation. Hedging against debt risks is essential for members to be educated. In financial management risk analysis is related to financial obligations. Financial knowledge will bring benefits to the public and will strengthen financial management capabilities leading to an increase of incomes. The learning process through practice has the following important steps of operational processes and practices. 1. Planning. It is a participatory process between the researchers and the target groups to solve financial problems as well as hedging financial risks of the target groups. It starts with a suNey of current conditions an exploration of the problems of the targets and data analyses as the main mechanism for participation. It also includes the process of using tools for recording incomes and expenses and the analyses of those data for solving problems at the household levels. 2. Making-it-real practice. It is about the method of credit analysis to implement the plan and about its improvement. It uses data from recording incomes and expenses of members. 3. Conclusion and reflection. It is the 3rd stage component of learning from practice to solving financial problems. It works through learning activities with the method of training-based education as well as the follow-up and evaluation of results leading to support the processes for the prevention of financial and debt problems. Especially providing knowledge on the recording of incomes expenditure savings risk management and personal finance management are needed to take into consideration in terms of their importance. 4. Exchange of knowledge. There are activities such as summarizing lessons and exchanging knowledge continuously. This is considered as an important element that will lead to the integrated solutions of the debt problems. It is the consequence of having the opportunity to summarize lessons on their own and then yielding personal development.

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.

This research aims to study 1) personal factors affecting the performance of Thai commercial bank employees 2) motivation affecting the work performance of Thai commercial bank employees 3) self-development affecting the work performance of Thai commercial bank employees 4) the work performance of Thai commercial bank employees. The population for this research was 162093 Thai commercial bank employees. The sample size of 383 people was determined using Krejcie & Morgan. The data was collected from Google Form questionnaires. The statistics used to analyze the data were frequency percentage mean and standard deviation. The statistics used to test the research hypothesis were T-test one-way analysis of variance the pair test by the Scheffe method and single linear regression analysis statistics. The results showed that most of the samples were female employees between 21-30 years of age a bachelor’s degree single status income in the range of 15001-25000 Baht and a working period of 5-10 years. The respondents had their opinion level of motivation factors happiness factors and self-development factors affecting the work performance of Thai commercial bank employees. It was found that the sample group had the highest opinion level in the overall opinion level. The results showed that the respondents had an opinion level of the work performance of Thai commercial bank employees. It was found that the sample group had the opinion level as a whole at the highest opinion level. The results of hypothesis test 1 revealed that personal factors such as gender age educational level status income and working in different departments had no effect on the performance of Thai commercial bank employees. Statistically significant at the 0.05 level and personal factors such as differences in the working period. Factors affecting the performance of Thai commercial bank employees at a statistically significant level of 0.05 and personal factors such as age education level income working period. When testing the hypothesis classified by aspects the efficiency of work of Thai commercial bank employees differed. Therefore the difference was tested by pair using Scheffe’s method. The results of hypothesis test 2 revealed that motivation affects the performance of Thai commercial bank employees. The correlation coefficient (R) = 0.858 adjusted R^2= 0.753 was statistically significant at the 0.05 level. The results of hypothesis test 3 revealed that self-development affects the efficiency of Thai commercial bank employees. The correlation coefficient (R) = 0.640 adjusted R^2= 0.40 was statistically significant at the 0.05 level.

This research aims to study the demographic characteristics affecting the decision to buy home furniture through mobile applications for Gen Y consumers and study the marketing mix 7 P’s and digital marketing model that affect the decision to buy home furniture through mobile application of Gen Y consumers. The population used in this research is population born between 1980 and 1997 are now between 24-41 years old live in Bangkok amount of 1453477 people the data were collected from 400 samples. The sample size was calculated following the Taro Yamane method.The descriptive statistics used were frequency percentage mean standard deviation (SD) and Inference statistical such as the difference analysis of the mean of the 2 sample groups (Independent Sample T-test) difference analysis for sample mean of more than 2 groups by one-way analysis of variance (One-Way ANOVA) and multiple regression analysis (Multiple Regression). The research results indicated that 1) the demographic characteristics such as gender and age had no impact on the overall decision-making to buy home furniture through mobile application of Gen Y consumers. In contrast marital status level of education career and income had an overall effect on the decision to buy home furniture through mobile applications for Gen Y consumers 2) Furthermore the marketing mix 7 P’s consisting of product price promotion process physica presentation and digital model on the overall effect the decision-making to buy home furniture through mobile applications. Moreover digital marketing model content marketing website creation assisted marketing e-mail marketing and online marketing impact the decision-making of buying home furniture through a mobile application. It was recommended that since the marketing mix especially product price and promotion affected the overall decision-making of buying product. Therefore if home furnitures are sold through mobile application content marketing must be developed at the highest level followed by social media marketing and email marketing had the most negligible positive impact on the overall buying decision-making and every factors

The purposes of the research were (1) to study CAT Telecom Public Company Limited (CAT) staffs perception of organizational communication (2) to study CAT staffs’ efficiency of organizational communication (3) to study the comparison of the differences on personal aspect and efficiency of organizational communication (4) to study perception of organizational communication related to efficiency of organizational communication. The sample group was 380 samples who were CAT staffs all over the country. The questionnaires were distributed to the selected respondents in order to collect data. The statistical methods used to analyze data were frequency percentage mean standard deviation t-test One-way analysis of variance and Pearson product moment correlation coefficient. The results indicated the majority of female respondents for 60.26 percent. The bachelor’s degree or equivalence comprised 48.95 percent. There were experience group from 6-10 years was 28.68 percent and 70.26 percent of work in central location. The CAT staffs’ perception of organizational communication was in high level (xˉ=3.79). Considering each aspect found that all aspect were in high level included receiving message aspect (xˉ=3.80) interesting in message (xˉ=3.63) ability to remember the message (xˉ=3.71) and credibility of message (xˉ=3.99). The overview of efficiency of organizational communication of CAT was in high level (xˉ=3.70). Considering each aspect found that all aspect were in high level included sender (xˉ=3.72) message (xˉ=3.72) channel (xˉ=3.64) and receiver (xˉ=3.74). The result of the hypothesis found that: Personal aspect was the difference on education experience and work location had different efficiency of organizational communication with statistical significance at level .05 while different gender showed no differences of the efficiency of organizational communication. The perception of organizational communication was unrelated to the efficiency of organizational communication. xˉ=3.72) message (xˉ=3.72) channel (xˉ=3.64) and receiver (xˉ=3.74).