ปัจจัยส่งเสริมพฤติกรรมการรับรู้การบริการเพื่อมุ่งสู่บัณฑิตนวัตกรของนักศึกษา สาขาการจัดการการโรงแรม คณะศิลปศาสตร์ มหาวิทยาลัยเทคโนโลยีราชมงคลธัญบุรี

Nanpassakorn Ritpanitchajchaval; Kanokporn  Krutpapan; Bussara  Tungsiriphatporn; Tatpicha  Harutaivorakul; Alinlalee  Siriwilaikorn

doi:10.60101/jla.2026.7.1.10185

Authors

Nanpassakorn Ritpanitchajchaval Hotel Management, Faculty of Liberal Arts, Rajamangala University of Technology, Thanyaburi
Kanokporn Krutpapan Hotel Management, Faculty of Liberal Arts, Rajamangala University of Technology, Thanyaburi
Bussara Tungsiriphatporn Hotel Management, Faculty of Liberal Arts, Rajamangala University of Technology, Thanyaburi
Tatpicha Harutaivorakul Hotel Management, Faculty of Liberal Arts, Rajamangala University of Technology, Thanyaburi
Alinlalee Siriwilaikorn Hotel Management, Faculty of Liberal Arts, Rajamangala University of Technology, Thanyaburi

DOI:

https://doi.org/10.60101/jla.2026.7.1.10185

Keywords:

service behavior perceptions, innovative graduates, hotel management

Abstract

This study aimed to (1) assess service behavior perceptions among Hotel Management undergraduate students, (2) examine the perceived level of educational factors—curriculum content, instructors, students, and learning support facilities—and (3) evaluate the measurement structure underlying service behavior perceptions and innovative graduate orientation. A quantitative design was employed. Data were collected from 400 students (Years 1–4) using a five-point Likert-scale questionnaire with content validity assessment. Descriptive statistics and multiple regression were performed. Descriptive findings indicated that overall educational factors demonstrated moderately positive level, with learning support facilities yielding the highest mean. Service behavior was also rated high overall, particularly service skills. Innovative graduate orientation was rated high, with innovative thinking showing the highest mean among its dimensions. Practically, the findings suggest that curriculum design and learning environments that foster hands-on practice and reflective learning may be crucial for strengthening service behavior perceptions and cultivating innovative graduate attributes.

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