This research aims to analyze demand Necessary Skills and ways of collecting the credit to transfer into the education system of Service Industry Workers (Hospitality and Tourism) in Bangkok. The research results found 4 points that is; (1) career stability (2) knowledge (3) services (4) awareness and self-esteem value During the research process of training course curriculum found that there are three courses that is English training course for hospitality industry Excellent Services technique for customer impressive course using technology “Amadeus” system for booking and ticketing in tourism and hospitality industry. These courses become a set of learning handbook and trained to the target group service working to learn and have knowledge up-skilled and have a positive thinking to work in service industry. In term of earning credit from these courses into the education system in form of transfer credit by using knowledge and experiences the results from research seminar can be conclude into two ways (1) transfer credit from the course that has certificate or do not have any certificate still can transferred within the guarantee from institution (2)transfer credit from certified course should be specify with the exactly total houses studying or have a test and evaluate the learning outcomes from the courses.

The objective of this research is to study the accounting professional skills of accountants that affect the performance efficiency and financial report quality of sports businesses in Bangkok. Questionnaires are used to collect the data. The sample is 310 sports business accountants in Bangkok. Descriptive statistics are used in the analysis including frequency percentage mean and standard deviation. Pearson’s correlation analysis and multiple regression analysis are employed. The research results revealed that accounting professional skills had an impact on operational efficiency and financial report quality of sports businesses. Intellectual skills Personal management skills and Organizational management skills affected the overall performance of the accountants with statistical significance of 0.01. Interpersonal and communication skills and personal management skills affected the overall quality of financial reports of the sports business with statistical significance at the level of 0.01.

The purposes of the research were to study the 21st century skills of the Students of Faculty of Liberal Arts Rajamangala University of Technology Pranakhon and compare the 21st century skills of their students categorized by the individual factors. The population was 274 students in English for International Communication Tourism and Hotels Faculty of Liberal Arts enrolling in the academic year 2018. The research tool was questionnaires. The statistical data analysis was performed by frequency percentage mean standard deviation and Fdistribution. The results were found as follows: 1. As for the students’ personal information more than three-quarters were female (77.40%). Most of them are in the second year (29.20%) and in Hotels (38.32%). The students’ grades were mostly 3.01-4.00 (69.60%). 2. The overall mean score of the 21st century skills among the students was at the high level (x̄=3.95). As for each aspect the mean score of cross-cultural understanding was rated at the highest level (x̄=4.24) followed by computing and ICT literacy (x̄=4.08) collaboration teamwork and leadership (x̄= 4.07). The lowest one was writing skills (x̄=3.74). 3. In comparison between students’ personal information and the 21st century skills it revealed that there was no significant difference between sex years of study and grades at 0.05. As for the fields of study it was found that the overall score was not significantly different at 0.05 while considered in each aspect: cross- cultural understanding; communications information and media literacy; computing and ICT literacy; and career and learning skills there is a significant difference at 0.05. 4. According to the students’ proposed guideline on the 21st century skills the most important skill for their jobs was foreign language skill. Moreover core course instruction and practice as well as classroom and extracurricular activities can enhance them to gain direct experiences and knowledge which will greatly promote their 21st century skills

This research aimed to : 1) study the constructivist teaching method through cooperative learning activities to enable students’ self-instruction 2) to design the cooperative teaching and learning model based on the constructivism for the information literacy and research skills course for the students at Rajamangala University of Technology Phra Nakhon and 3) to develop the constructivist-cooperative teaching and learning instruction to develop critical thinking and learning achievement for the information literacy and research skills course at Rajamangala University of Technology Phra Nakhon. This research used a mixed-method between quantitative research and qualitative research. The data were collected from 30 students using the questionnaire approved by the experts. The in-depth interviewed data from five students who were fast acute and adept learners were analyzed and processed. The computerized statistics were percentage mean and standard deviation. The qualitative data were analyzed for content (Content Analysis). The findings showed that the students had the opinion at a high level about the model of constructivist-cooperative teaching and learning model in the information literacy skills course. Regarding each aspect it was found that the students were extremely satisfied with the constructivist-cooperative teaching and learning model. The following satisfaction lied in the development of the teaching and learning model and the trial of the model conducted with real students to see any potential flaws for further improvement and development of appropriate and effective instruction models. In addition the opinions of the informants were accordant with those of the students. The model should focus on the content and the instruction design. Group works should be used so that students can help each other. Experts in constructivism should play a main role in the development of a constructivist-cooperative instruction model. The constructivist-cooperative instruction model should be implemented with real students. The results can be further used for improvement and development of appropriate and effective instruction models.

The purposes of the research were to 1) study the attributes of the graduates according to standards of learning outcome 2) study the 21st century skills of English for International Communication graduates desired by employers 3) compare the attributes of the graduates according to standards of learning outcome categorized by the individual factors and 4) compare the employers’ requirements to skills of English for International Communication graduates categorized by the individual factors. The population were 55 employers participating in the cooperative education project in the academic year 2017. The research tools were questionnaires and interviews which were analyzed by the SPSS program. The statistical data analysis was performed by frequency percentage mean standard deviation and Fdistribution and the interview data analysis was performed by frequency and content analysis. The results were found as follows. 1. As for the employers information33emoloyets were from private and service businesses (60%) and 14 employets were from government sectors (25.50%).As for the working statuses29 employers were the officers (53.70%) 20 employer were the supervisors (37.00%) and 5 employers weie mangers (9.30%) 2. The overall requirement of hte employers for the attrbutes of the graduates according to standandards of learning outcome was at the high level (=4.48). As for each attribute morals and ethcs were the most desirable (=4.75) the second highest level was interpersonal skils and accountabiliy (4.57) and the last one was the intellectual skills (=4.25) 3. The overall requirement of the ernptoyers for the 21st century skills of the graduates was at the high level (=4.43). As for each attribute the highest level was enthusiasm collaboration and thinking skills respectivrty (=4.634.58 and 4.54) The lowest tevel was the inquiry skills (=4.07). 4.The results of the research hypothesis were; 4.1 There was a significant difference between the employers with different employrment sectors (government and service business sectors) and the requirement of the graduates attributes. There was no significant difference between the employers with different working status and the requirement of the graduates attributes. 4.2 There is no significant difference between the employers with diferent employent sectors and working status and the requirement of the graduates attributes.