Suranaree Journal of Social Science

Introduction to Management in the Hospitality Industry (By Clayton W. Barrows, Tom Powers, & Dennis R. Reynolds)

2025-02-27T14:40:34+07:00

Returns and Portfolio Diversification of Tax-incentive Equity Funds

2023-06-13T08:45:20+07:00

Background and Objectives: Nowadays, the investment of tax-incentive equity funds, particularly Retirement Mutual Funds (RMF) and Long-Term Funds (LTF), are chosen for savings by more investors every year. Nevertheless, investors also have the choice of nontax-incentive equity funds for investment or saving. Tax-incentive equity funds have an advantage over tax saving(s) for investors. However, investors will have to accept a time constraint rule, whereby they must hold tax-incentive funds for a certain lengthy period of time, possibly ten years or longer. Non-tax-incentive equity funds, however, do not have such time constraint rules as tax-incentive equity funds have. Moreover, there is controversy regarding the performance of tax-incentive and nontax-incentive equity funds when compared over time. This research compares different mutual fund performances and risk diversification between tax-incentive and nontax-incentive equity funds. Furthermore, it reveals the investment performance and portfolio diversification between two groups. Our findings will serve to guide investment decisions according to appropriate levels of risk and return. We hypothesize that tax-incentive equity funds will differ in investment performance from that of nontax-incentive equity funds.

Methodology: This research aims to compare asset characteristics, rates of return, risk diversification, and investment performamnce between tax-incentive and nontax-incentive equity funds. Investment performance is measured by using the five following methods: Jensen’s alpha, Treynor ratio, Sharpe ratio, Excess Standard Deviation Adjusted Return, and Information ratio. The residual variance (RV) is also used to control portfolio diversification in these five methodologies. We expect different performances between tax-incentive and nontax-incentive equity funds.

Main results: The results of this research indicate that tax-incentive equity funds have larger sizes, higher returns, and lower risk than those of nontax-incentive equity funds. However, neither group has significant differences in investment performance. For portfolio diversification, we found that there is a significant difference at 0.05 between the two groups of funds. Tax-incentive equity funds have better portfolio diversification and lower risk than the nontax-incentive funds.

Discussion: Analysis of the rate of return, mutual fund characteristics, risk diversification, and investment performance between tax-incentive and nontax-incentive equity funds shows that tax-incentive equity funds have triple the size of nontax-incentive funds. While nontax-incentive equity funds are smaller in size, their investment strategy focuses on stock clustering. Tax-incentive equity funds, however, have larger rates of return and lower risk than nontax-incentive funds. Even so, analysis of investment performance shows that both groups either perform similarly or there is an insignificant statistical difference between investment performances when compared.

Conclusion: Although tax-incentive and nontax-incentive equity funds differ in risk diversification, their investment performance is either the same or lacks any significant statistical difference when investment performances are compared. Hence, investors can choose to invest in either group of equity funds depending on their goals and limitations on investments. If investors have no time constraints on their investment, they can invest in tax-incentive equity funds, where they can get tax-saving benefits as well. Thus, investors who have time constraints on their investment horizon should invest in nontax-incentive equity funds. Investors who invest in nontax-incentive equity funds can sell their investment any time if they prefer.

A Policy Study on Supporting Safe Motorcycle Travel in Urban Areas

2021-12-09T10:07:52+07:00

Background and Objectives: In Thailand, road safety has become a pressing issue due to a notable increase in fatalities and injuries from road accidents, with the country ranking 9th globally in road traffic deaths in 2018. Among the various vehicles involved in accidents, motorcycles are identified as the primary contributors to both accidents and fatalities.

Methodology: This study employs content analysis to explore and evaluate policy options aimed at mitigating the risks associated with motorcycle use in Bangkok. By systematically examining existing policies and safety measures, the study seeks to identify effective strategies to enhance motorcyclist safety and reduce the incidence of road traffic injuries and deaths. There are five policy variables adopted in this study including: 1) planning, design, and management of road users, 2) coordination of safety agencies, 3) safety-related legislation, 4) funding for resource allocation, and 5) road safety promotion during inspection monitoring and evaluation. The data were gathered through a survey questionnaire which focused on stakeholders from 25 agencies. The measurement of variables was conducted using the average scores across three levels of importance: low, moderate, and high, for which statistical significance testing was performed.

Main results: The findings indicate that most agencies adhere to the set policies at a moderate to high level. However, when examining the five modes of transportation, which comprise bicycling/walking, motorcycling, car use, public transportation, and para transportation, it was found that the importance scores for motorcycling, bicycling/walking, and semi-public transportation were lower than those for cars and public transportation. This disparity highlights a policy gap, particularly in addressing road safety for vulnerable groups, such as motorcyclists and pedestrians. Furthermore, the current remedial measures do not align with the actual problems faced. Thus, it is imperative to provide recommendations that address these road safety gaps to ensure equity and relevance to the needs of all road users

Discussion: Addressing road safety requires the integration of the Safe System Approach and the development of collaborative frameworks among relevant agencies. The Safe System Approach focuses on designing and managing road systems to be safe for all users, acknowledging that human error is inevitable. This approach is particularly vital for high-risk groups, such as motorcyclists. Implementing safe infrastructure design (e.g., dedicated motorcycle lanes, barrier installations, and appropriate speed limits, etc.) significantly reduces the likelihood and severity of accidents. Dedicated lanes for motorcyclists minimize the risk of collisions with other vehicles, while barriers help prevent encroachments and limit the impact of crashes. Proper speed limits are crucial for controlling vehicle speeds and providing adequate reaction time, thereby enhancing overall road safety.

Conclusion: Furthermore, fostering cooperation among agencies allows motorcyclists to be involved in developing safety measures, ensuring that their needs and perspectives are integrated into effective policies. Promoting a culture of safe riding through education and awareness is also essential. Additionally, promoting safe riding culture and education is crucial in influencing behavioral changes among riders, ultimately enhancing road safety standards and sustainably reducing motorcycle-related accidents.

The Causal Relationship of Logistics Service Quality on Retail Business

2021-11-22T13:06:11+07:00

Background and Objectives: Logistics is recognized as a crucial element in driving organizational success. Effective management of logistics activities enhances service quality and establishes standards that create opportunities for organizational achievement. Logistics service quality is vital for fostering customer satisfaction and significantly influences customer success or failure. In the highly competitive logistics sector, maintaining market share is essential. Retail businesses face constant demands from customers that are interconnected with their various requests, which hold substantial value and are critical to the national economy. This research focuses on factors influencing the enhancement of logistics service quality, particularly within the retail sector. The objective is to investigate the causal relationships among various dimensions affecting logistics service quality and to identify key factors that support informed decision-making.

Methodology: The study examines 12 dimensions of logistics service quality that are critical for improving service performance. These dimensions include Information Quality, Timeliness, Ordering Procedure, Order Release Quantity, Order Accuracy, Order Quality, Order Conditions, Order Discrepancy Handling, Personnel Quality, Costs, Failures, and Flexibility. To evaluate the influence of each dimension on overall service quality, the research employs the Decision-making trial and evaluation laboratory (DEMATEL) technique, a recognized multi-criteria decision-making (MCDM) method for addressing complex problems. DEMATEL is particularly useful for identifying causal relationships and interdependencies between dimensions. The data collected comprised the opinions of qualified experts with relevant retail management experience. Interviews were conducted to assess the influence and significance of each dimension.

Main results: Data analysis revealed that all twelve dimensions are interconnected, with both causal and impact relationships identified. Specifically, seven dimensions are identified as causal, while five are classified as impact dimensions. The "Failures" dimension emerged as the most interconnected, acting as both a causal and an impact dimension. This suggests that errors in logistics services have widespread effects, influencing other aspects of service quality.

Discussion: The findings suggest that errors in logistics services can result in significant consequences across multiple operational areas. In the retail sector, where organizations handle high transaction volumes and address diverse customer demands, errors may be inevitable. However, their impact can be mitigated through effective management strategies and prompt, appropriate responses. These results highlight the critical importance of reducing service failures in order to enhance overall service quality. This applies particularly to contexts where customer satisfaction is closely tied to the performance of logistics operations.

Conclusion: The interrelations among these dimensions suggest a reciprocal influence. The conclusion of this research emphasizes the importance of understanding the causal relationships and significant dimensions that guide decision-making aimed at reducing failures, which have a substantial impact on service quality. Given the significant influence of the "Failures" dimension, which is both causal and influential on others, it should be prioritized for improvement initiatives. Ultimately, these results are expected to enhance the quality of logistics services within organizations, thereby enhancing their competitive potential in the future.

Characteristics of Guidance Teachers in the 21st Century

2023-07-05T14:43:45+07:00

Background and Objectives: Guidance teachers in the 21st century play a crucial role in supporting students to cope with changes in education and society. Their role is not only to help students adapt, make decisions, and solve problems, but also to inspire them. They must work to develop students' full potential by using psychological skills and modern technology to meet the context of the world today. This study has two aims: (1) to identify essential characteristics of 21st-century guidance teachers and (2) to propose guidelines for their professional development.

Methodology: This study employed a qualitative approach. School administrators, distinguished guidance teachers, expert counselors, and parent representatives from outstanding secondary schools in Thailand’s western region were selected for participation. Data collection involved (1) case studies, (2) semi-structured interviews with key stakeholders, and (3) validation discussions. Thematic analysis was conducted to identify core characteristics and effective development strategies.

Main Results: The study found that 21st-century guidance teachers must demonstrate ethical integrity, uphold professional standards, and serve as facilitators in guiding students. They should possess expertise in psychology, counseling, and digital tools, enabling them to assess and address students’ diverse needs effectively. Additionally, they must exhibit strong interpersonal skills to foster trust and collaboration with students, parents, and educators. A guidance teacher’s personality plays an essential role in guiding effectiveness. Traits required include empathy, patience, listening and actively creating a supportive and motivating environment. Integrating these attributes ensures that guidance teachers can assist students in making informed decisions, adapt to challenges, and realize their full potential. Schools should promote professional development for guidance teachers, mentoring and networking opportunities to enhance these characteristics. Institutional support is crucial and includes the key performance indicators (KPIs), structured plans, and incentive programs for guidance teachers. Additionally, educational institutions should provide standardized training, clear job descriptions, handbooks, and access to essential resources. Teachers can continuously develop their skills and effectively contribute to student development by ensuring these support mechanisms and guidance.

Discussion: The findings highlight the need for continuous adaptation in guidance teacher training. Ethical integrity and professionalism ensure high-quality services, while technical skills address modern educational challenges. In addition, guidance teacher’s personality and interpersonal skills can enhance their trustworthiness and ability to collaborate with students. Schools and policymakers must recognize this evolving role and provide a strong support framework. However, barriers such as administrative workload, limited training, and inadequate resources must be addressed.

Conclusions: This study emphasizes the significance of guidance teachers in shaping student success. Strengthening their ethical, professional, and interpersonal competencies can maximize their effectiveness. The guidelines proposed within this study offer structured approaches that utilize institutional support and professional development to improve the efficacy of guidance teachers. Future research should explore these strategies across different educational levels to enhance guidance teacher effectiveness in various contexts. A well-trained guidance workforce will contribute to a more effective education system and a stronger society.

Success Factors for Collaborative Farming among Rice Production Community Enterprises in Phatthalung

2023-06-13T08:40:32+07:00

Background and Objectives: Phatthalung province is one of the major rice-producing areas in southern Thailand. There are many rice production community enterprises, and four of these have been participating in collaborative farming for over three years. According to the Department of Agriculture evaluation, they have got a well-run operation. The objectives of this research were to study the success factors influencing collaborative farming among rice production community enterprises in Phatthalung. In addition, objectives sought to develop guidelines for the successful and sustainable operation of a rice production community enterprise.

Methodology: Data were collected from all members of four rice production community enterprises participating in the mega farm project in Phatthalung. These enterprises were rated as good by the Department of Agricultural Extension. The four rice production community enterprises are Ban Pab Rice Community Center Community Enterprise Rice Group, Ban Sai Or Rice Group Community Enterprise, Bangkaew Natural Agriculture Learning Home Community Enterprise, and Banthumthean Mega Farm Community Enterprise. The questionnaires were used to collect data from 152 farmers in total. The average and standard deviation of quantitative data were calculated. In the case of qualitative data, the content analysis approach was used.

Main results: The study found that all four community enterprise groups engaged in rice production have formed alliances to reduce production costs, with operational periods ranging from 3 to 14 years. Their main products include paddy rice and milled rice. Analyzing the success factors in their operations revealed that both leadership and member-related factors played a significant role, receiving high levels of agreement across all groups. Effective leadership was found to be crucial, as leaders successfully motivated members to work together and facilitated strong coordination among them. Additionally, members demonstrated unity, satisfaction with their working environment, and active participation in selecting leaders, planning, and problem-solving. To ensure efficiency and sustainability, it is essential to focus on leadership and member engagement. Leaders

should possess strong leadership qualities and gain acceptance from members in management, while group members should maintain unity and set a positive example. These elements are critical for sustaining operations and achieving long-term success.

Discussion: A visionary leader with strong management skills and acceptance from members can effectively engage the group to work together efficiently. Additionally, the characteristics of group members play a crucial role in driving the group's operations forward. Members should continuously develop their knowledge, maintain unity, and serve as positive role models. These elements are essential factors that contribute to the group's ability to sustain operations and achieve long-term success.

Conclusion: All four rice production community enterprises rated leadership and membership factors at a high level. Therefore, the development approaches to achieve successful collaborative farming are paying attention to and focusing on both group leaders and members.

Comparison of Spatial Rainfall Interpolation by Using Statistical Methods at Thailand’s Eastern Coast Basin

2023-06-13T08:44:22+07:00

Background and Objectives: Accurate rainfall estimation is essential for effective water resource management. This is especially true for regions with varying geographical features. The Eastern Coast Basin of Thailand experiences significant rainfall variation due to topographical influences. Conventional point-based rainfall measurements often fail to provide comprehensive spatial coverage, requiring the use of spatial interpolation techniques. By estimating the daily rainfall data in the Eastern Coast Basin using Geographic Information Systems (GIS), this study aims to compare the accuracy of three statistical interpolation methods: Inverse Distance Weighting (IDW), Kriging, and Co-Kriging. The objective is to determine the most effective method for improving rainfall data accuracy in regions with limited ground-based measurement stations.

Methodology: The study employs a quantitative research method utilizing daily rainfall data from 20 automatic telemetering stations collected between May and October 2017. The IDW, Kriging, and Co-Kriging techniques were implemented using GIS-based analysis. The performance of these methods was evaluated using statistical validation metrics, including Mean Absolute Error (MAE) and Root Mean Square Error (RMSE). Additionally, spatial distributions of interpolated rainfall were visually assessed to identify patterns and discrepancies. Comparative analysis was conducted to determine the most suitable method for estimating rainfall within the study area.

Main Results: The findings indicate that IDW produced the lowest MAE and RMSE values, making it the most accurate method for spatial rainfall estimation in this region. The results align with previous studies which found that IDW was the most effective method for rainfall interpolation in the Chern River Basin of Thailand’s Chaiyaphum Province. The study also reveals that while Kriging and Co-Kriging can capture spatial variability more effectively in some cases, they tend to introduce greater estimation errors when applied to areas with limited rainfall measurement stations.

Discussions: The study highlights the importance of selecting appropriate interpolation methods based on data availability and regional characteristics. IDW's superiority in this study suggests that weighing nearby station data based on proximity is an effective strategy in this specific basin. However, the limitations of each method must be considered. While Kriging and Co-Kriging offer advantages in capturing spatial trends, they require a denser network of measurement stations to minimize errors. The research underscores the need for expanding rainfall measurement networks and integrating remote sensing data, such as weather radar, to enhance spatial rainfall estimation. Future studies should explore hybrid approaches that combine multiple interpolation techniques for improved accuracy.

Conclusions: This study concludes that IDW is the most suitable spatial interpolation method for daily rainfall estimation in the Eastern Coast Basin due to its lower estimation errors compared to Kriging and Co-Kriging. The findings emphasize the importance of selecting appropriate interpolation techniques based on regional data density and topographical variations. Further research should focus on integrating additional data sources, such as satellite and radar-based rainfall estimates, to enhance interpolation accuracy. Policymakers and hydrologists should consider refining rainfall measurement networks to improve the reliability of spatial rainfall estimation models, ensuring better water resource planning and disaster management in rainfall-dependent regions.

Science Teachers’ Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Case Study of Opportunity Expansion School in Chaiyaphum

2021-12-28T13:25:28+07:00

Background and Objectives: Current reform efforts in science education emphasize the integration of technology to enhance instructional practices and improve student learning outcomes. To achieve this, teachers must develop the necessary knowledge and skills to effectively incorporate technology into their instruction. The Technological Pedagogical Content Knowledge (TPACK) framework serves as a crucial model that helps teachers connect subject matter knowledge, pedagogical strategies, and technological tools to create meaningful learning experiences. A solid understanding of TPACK allows teachers to select appropriate technologies that align with both content and instructional methods. This ensures their teaching aligns with modern educational needs and enhances student learning outcomes. However, most existing studies on teachers' perceptions of TPACK focus primarily on assessing their perceived competency levels and their alignment with components of the framework. Studies lack an in-depth analysis of how science teachers perceive TPACK, including its characteristics, strengths, and weaknesses. Therefore, a more in-depth investigation is essential to provide professional development for teachers in Opportunity Expansion Schools, where resources are limited and traditional teaching methods persist.

Methodology: This qualitative research was conducted by means of a case study that aimed to examine the perceptions of TPACK by three lower secondary science teachers from an Opportunity Expansion School in Chaiyaphum Province, Thailand. These teachers were selected based on their self-reported low TPACK scores. The research utilized various data collection methods, including semi-structured interviews, lesson plan analysis, and classroom observations. A content analysis approach was used to examine the collected data, and triangulation was applied to ensure validity by comparing findings across different data sources. The analysis focused on the seven components of the TPACK framework: Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK).

Main Results: The findings revealed that the teachers’ perceptions of TPACK were not aligned with most components of the framework, excluding CK. The teachers demonstrated strong CK due to their academic backgrounds in science and extensive teaching experience. However, their PK , PCK, TK, TCK, TPK and TPACK were limited, as their teaching relied predominantly on lectures, with little consideration for diverse or content-specific teaching strategies.

Discussion: Regarding TK and TCK, the teachers primarily used basic technologies, such as PowerPoint and video clips, and lacked the ability to incorporate additional technologies that are suitable and specific to science content. Furthermore, their TCK, TPK and TPACK demonstrated significant gaps, as the teachers struggled to integrate technology effectively into content-specific teaching strategies, which is critical for fostering analytical thinking and inquiry-based learning. The findings highlight the need to enhance science teachers' knowledge and skills in TPACK to effectively integrate technology into their teaching. In particular, emphasis should be placed on the professional development of science teachers in Opportunity Expansion Schools.

Conclusion: This study hopes to contribute to the improvement of science education by raising awareness of the need for teachers to strengthen their Technological Pedagogical Content Knowledge (TPACK) competencies. Promotion of such training will improve science education by fostering the meaningful integration of technology in the classroom, ultimately enhancing student outcomes.

Developing an Integrated Digital Technology-based Instructional Supervision Model to Enhance the Strategic Coaching Competencies of Supervising Instructors and Mentor Teachers

2023-06-13T08:43:34+07:00

Background and Objectives: This study aims to develop a digital technology-integrated instructional supervision model to enhance the coaching and mentoring competencies of supervising instructors and mentor teachers. The GROW (goal, reality, option, and way forward) model was applied to ensure a structured and high-quality approach. The objectives are to: 1) develop a digital technology-integrated instructional supervision model to improve teaching strategy competencies and 2) evaluate its effects on enhancing coaching competencies among supervising instructors and mentor teachers.

Methodology: This study employed a mixed-methods approach using three research instruments: observation, interviews, and recording forms. The sample included four volunteer supervising teachers and 16 mentor teachers from the Department of Home Economics, Rajamangala University of Technology, Bangkok, during the first semester of the 2020 academic year. Data were analyzed using Index of Item Objective Congruence (IOC), mean (𝑥̅), standard deviation (S.D.), percentage, and content analysis.

Main results: The developed digital technology-integrated instructional supervision model consists of three key components: 1) instructional supervision, which includes stakeholders, supervision methods, teaching strategies, coaching using the GROW Model, supervision techniques, and evaluation; 2) the supervision process, covering preparation and practice, teaching observation, and evaluation; and 3) coaching competency, featuring guidelines for supervising instructors and mentoring techniques for student teachers. Expert evaluation rated the model as highly appropriate (𝑥̅ = 4.53, S.D. = 0.61). Findings showed that supervising instructors’ use of coaching strategies met the 80% performance threshold in all areas, with the highest score in relationship-building techniques (96.43%), while mentoring teachers’ coaching also exceeded 80%, scoring highest in mentoring techniques (94.79%). Additionally, knowledge management techniques for mentoring were effective, with an 82.99% success rate. The structured use of the GROW Model and open-ended questioning enabled student teachers to develop problem-solving and work improvement skills independently.

Discussion: The developed model is found to be appropriate, as it emphasizes self-directed learning and self-development through methods that align with natural learning styles and individual competency levels. This approach enables instructors to develop in the right direction according to their potential. Similarly, the instructional mentoring model for mentor teachers is also deemed suitable, as it reflects the essential skills and responsibilities of mentors. These include providing guidance, sharing relevant information, and encouraging student teachers to develop a broader vision of their organization and their future career paths. The mentor’s role in stimulating student teachers to think critically and strategically about their professional development ensures that they can set clear goals and align their learning with real-world teaching demands.

Conclusion: The integration of digital technology into instructional supervision models effectively enhances the coaching competencies of supervising instructors and mentor teachers. By thoroughly studying and applying coaching strategies, users can significantly improve their own capabilities, making this an appropriate method for developing coaching skills. Implementing the GROW Model coaching process to collaboratively address problems or set development goals among supervising instructors, mentor teachers, and student teachers—through its four structured steps—stimulates student teachers' thinking via open-ended questions posed by supervisors. This approach leads to more effective instructional supervision and maximizes benefits for educational institutions.

Developing an Interview Guide for Online Focus Group Discussions during the Crisis of the COVID-19 Pandemic

2023-06-13T08:48:11+07:00

Introduction: Focus group discussion is one of the most widely recognized methods of data collection in qualitative research. This approach allows participants to engage and motivate their concepts, providing insight that is not easily obtained from individual interviews. It is a valuable means of gaining insight from subjects through participatory experience. Researchers collect various types of realistic information by way of interactions, exchanges, and feedback that is shared. In addition, focus groups help researchers understand the personal perspectives of their participants by observing their interactions, creative responses, and flexibility within the interview or dialogue. They also help researchers to collect a large amount of data in a short time. Currently, focus group discussion (FGD) has developed and progressed from the traditional focus group (TFG) into an online focus group (OFG). Several options are available for OFG, such as Zoom, or other cloud meeting platforms. Such platforms offer flexibility and help reduce costs. This was particularly evident during the COVID-19 pandemic. Preventive measures that were imposed, such as travel restrictions, social distancing, and limits on gatherings, created limitations on data collection for researchers trying to complete their research projects. Initial reviews, however, indicate that studies in Thai language of OFG methods remain limited, especially regarding the development of tailored interview guides.

Content: The essence of this article presents the process of developing an interview guide for OFGs. It begins with an introduction to the study's key topics, starting with the concept of focus group discussions as a foundation for understanding their traditional meaning and components, known as in-person focus group interviews. It then explores the transition to online focus groups, which evolved from traditional discussions using digital technology as a communication tool. The next section outlines the steps for conducting online focus groups to foster relationships, enhance engagement, and encourage participants to share opinions, exchange knowledge, and experiences. The article further discusses the development of an interview guide specifically for online focus groups, highlighting key components such as adaptable question topics that can be adjusted in number as needed. Finally, it details the process of constructing the interview guide, adapting the in-depth interview framework based on variations in the number of questions, while incorporating visuals and tables that effectively connect to the content in a comprehensive manner.

Conclusion: Traditional focus groups meet in physical locations for data collection, whereas OFGs require technology to operate via online networks instead. Important steps for running OFGs include cautious planning, the selection of appropriate technology and testing it before use, adjusting content, organizing schedules, assigning roles, and protecting personal data. Recorded visuals and conversation data should be finally reported to participants. For the process of developing interview guidelines for online focus group discussions in qualitative research, it is essential to emphasize key steps: considering questions and objectives, reviewing literature, drafting questions, selecting and structuring them, ensuring quality, conducting pilot tests, and finalizing the interview guide.