This research aims to study the factors that influence the decision to study a Bachelor of Fashion Technology. Faculty of Home Economics Technology Rajamangala University of Technology Phra Nakhon Consisting of eight sides The expectations of the future. Curriculum and teaching activities in the environment and to the reputation and image quality. The features and benefits. Media and Public Relations The need to develop their own The family and the people around me. The population is Student Technology Management Fashion Floors 1-4 of the academic year 2557 73 people used the questionnaire prepared an assessment of the five levels. The results showed that Factors that influence the decision to study undergraduate Economics Faculty at the statistical level of significance. 01 are three factors in descending order of the factors affecting the descending. 1) the individual family and peers. 2) Media Relations and 3) the quality reputation and image of the three factors could explain the variability of the Faculty of Economics of Technology has 78.30 percent.

This research aims to study and compare the level of expectations asked parents on the quality of the student division of Fashion Merchandising Technology. Faculty of Home Economics Rajamangala University of Technology Phra Nakhon in three aspects: Knowledge and professional skills attitudes moral and appropriate of value and social responsibility participation and adaptation in society happily. The population is parents of students at the Fashion Merchandising Technology 1-4 year 2557 was used questionnaire prepared. Data were analyzed by using percentage mean standard deviation and the T-Test F-Test. The results showed that the highly prospective parents on the quality of student in the Division of Fashion Merchandising Technology Home Economics Technology Rajamangala University of Technology Phra Nakhon These three aspects are average in high level (3.93). And expectations of the parents on the quality of the students Classified by personal background of parents was found. Did not differ significantly at 0.05

The objectives of this research are 1) to study perception and understanding the industry 4.0. 2) to study and analyze factors into the industry 4.0 and 3) guidelines management for towards University of Technology for Industry 4.0. The population of questionnaires : Supporting Staff Academic staff and students University of Technology in Thailand. The sample group was 626 personnel. The statistics employed for data analysis were frequency and percentage. Together with Interview the President or a representative of the University of Technology in Thailand in amount of 15 people. The results were concluded that all University of Technology have been prepared to towards University of Technology for Industry 4.0 that 1) training and public relations about industry 4.0 for all staff in University of Technology. However due to the potential of each university was different to influence perception and understanding of Information. Most academic staff will have a better understanding about industry 4.0 than supporting staff because academic staff must be improved teaching research and application to work. The all staff should learn new self-development even more. 2) President of all University of Technology have explicit policy about industry 4.0. Some universities were planning or implemented educational focus which especially course syllabus.However due to the potential of each university was different to influence improve course syllabus towards Industry 4.0. Therefore all University should review strength a joint strategy in all sectors focus on the development of students and industry and using resources wisely which to develop and change market position of all University of Technology. Including the creation of attractive to study for high ability students source of investment funds from public-private and partnerships from global industry which this important for driving the cluster towards Industry 4.0 in Thailand.

The objectives of this research to investigate 1) the level of elderly acceptance of technology and support. 2) Individual factors influence the elderly learning. The quantitative approach was applied by using questionnaire in data collection. Data was collected from 320 elderly people. Descriptive and inference statistics were used: percentage mean standard deviation Pearson correlation and multiply regression analysis. The findings indicates that there is the highest level of elderly acceptance of technology and support. The elderly people also use the Internet mainly to communicate with others followed by watching movies and listening to music. The most important technology support for the elderly is the Internet and computer use in a public place such as library hospital and elderly center with an expert encouragement. Provide knowledge and skills for the elderly using technology is the second most important technology support. Factors influencing the elderly learning in technology media are as follows: 1) Individual factors: the level of education occupation current salary and computer experience. This factor can explain the influence is 24.6 percent. 2) The elderly acceptance of technology 3) Technological support for the elderly. These two factors can explain the influence is 39.7 percent.

The research studies self-discipline behaviour of business administration student of Rajamangala University of Technology Phra Nakhon Pha Nakorn. There are 2 main points in objective: 1) To study the power to predict student’s self-discipline behaviour by psychological characteristic psycho-situational characteristic and social characteristic in collected group and subgroups. 2) To examine the interaction between psychological characteristic psycho-situational characteristic and social characteristic that relates to self-discipline behaviour in collected group and subgroups. The survey of 400 undergraduates was conducted to assess self-discipline behaviour of students. Moreover there are 6 independent variables in this research including 2 variables of psychological characteristic (future orientation and self-control and achievement motivation) 2 psycho-situational characteristic variables (perceived self-efficacy and attitude toward self-discipline behaviour and 2 variables of social characteristic (good role model from family and supportive rearing while the dependent variable is self-discipline behaviour. Basic statistics multiple regression analysis and two-way ANOVA were used to analyse. All of the analysis was also used in both collected group and subgroup according to socio-demographic characteristic. The results of this research are as follow: 1. 6 variables in term of psychological characteristic psycho-situational characteristic and social characteristic can predict self-discipline behaviour in collected group accounting for 59.5 per cent while subgroups are between 32.1 to 44.8 per cent. The most prediction is female group. Furthermore the most significant predicting factor is attitude toward self-discipline behaviour which is in equation in collected group and subgroups and it is the first significant predicting factor in collected group and male group as well as the student group who study in first and second years in bachelor’s degree. 2. Students who have high level of future orientation and self-control and good role model from family will have great self-discipline behaviour. In fact it is found that future orientation and self-control and good role model from family disconnect with student’s self-discipline behaviour at the level of significance of 0.05. However when analysing each independent variable self-discipline behaviour varies with future orientation and self-control. It appears on collected group and 4 subgroups which consist of male group female group the first and second year undergraduate group and the third and fourth year undergraduate group. In addition good role model from family influences self-discipline behaviour that can be found in collected group and 4 subgroups such as male group female group the first and second year undergraduate group and the third and fourth year undergraduate group. 3. The students who have high achievement motivation and supportive rearing are estimated to have great self-discipline behaviour. Whereas it is apparent that achievement motivation and supportive rearing do not interact with self-discipline behaviour at the level of significance of 0.05. On the contrary when considering each independent variable achievement motivation affects self-discipline behaviour in collected group and subgroups (male group female group the first and second year undergraduate group and the third and fourth year undergraduate group). At the same time self-discipline behaviour is also determined by supportive rearing that presents in both of collected group and subgroups which include male group female group the first and second year undergraduate group and the third and fourth year undergraduate group.