The Core Competencies of Graduates in B.B.A for the Service Sectors in Thailand

Abstract

The purposes of the research were to investigate and create a model of core competencies of business administration graduates who work in service sectors in Thailand. This study applied a Mixed Method Research Design in order to investigate the core competencies of business administration graduates who work in service sectors in Thailand. At the beginning, using a qualitative research approach by interviewing 20 experts in the service business, qualitative data collection was achieved through this approach. Next, the researcher generated opinions to establish a questionnaire for the quantitative approach. Confirm Factor analysis was also used to prove the reliability of each item on the questionnaire. The sampling data from the respondents was used systematically under the quantitative method with the aim to determine the competencies of B.B.A. graduates who are currently working in business service sectors. There were 381 respondents. The initial data analysis was frequency distribution and percentage of initial data. The researcher used Mean (average), Standard Deviation (SD), Shewness and Kustosis, then compared the results of the mean of Manifest variables that measure latent variables of the core competencies of B.B.A. graduates. Correlation analysis result among observable variables which gained 17 and confirmatory factor analysis with LISREL via the core competencies of B.B.A. graduates. Finally, test for goodness of fit between the models of core competencies of graduates. The research results are summarized as follows: An overview of the model of core competencies of B.B.A. graduates, Graduates for service sectors in Thailand were fitted with empirical data considering Chi-square = 70.45, df = 61, p = 0.191, GFI = 0.98, AGFI = 0.95. The model is the K-SEA Model. There practices: (1) Implications for Competency criteria of B.B.A. graduates; (2) Implications for Guidelines for B.B.A. students to prepare themselves; (3) Implications for Guidelines for educational policy makers, especially in the Thai Qualifications Framework for Higher Education (TQF:HEd)