Factors Affecting the Understanding of the BCG Economy Model among Business Administration Students at Rajamangala University of Technology Rattanakosin, Wang Klai Kangwon Campus

Abstract

           The research objectives were to 1) examine the factors affecting business administration students’ understanding of the BCG economic model, 2) investigate students’ opinions toward the BCG economic model, and 3) propose guidelines for promoting students’ understanding of the BCG economic model. This study employed a quantitative research design. The population consisted of 1,083 undergraduate business administration students at Rajamangala University of Technology Rattanakosin, Wang Klai Kangwon Campus. The sample size was determined using Taro Yamane’s formula, yielding 321 participants selected through convenience sampling. The research instrument was a questionnaire, which was validated for content validity with an Index of Content Validity (IOC) of 0.67 or higher and demonstrated a reliability coefficient of 0.946. Data were collected through online questionnaires (Google Forms) and paper-based surveys.
The statistical methods used for data analysis included percentage, mean, standard deviation, t-test, one-way ANOVA, and multiple regression analysis.

           The research results were as follows 1) Students’ overall understanding of the BCG economic model was statistically significant at the 0.05 level, with the predictive factors accounting for 25.30% of the variance (R^² = 0.253). Information received through social media had the strongest influence (β = 0.38), followed by self-study (β = 0.29) and participation in institutional activities (β = 0.18), respectively. 2) Students’ overall opinions toward the BCG economic model were at a high level (𝑥̄ = 4.17, S.D. = 0.58). Among the dimensions, the green economy dimension received the highest mean score (𝑥̄ = 4.25), followed by the bioeconomy dimension (𝑥̄ = 4.15) and the circular economy dimension (𝑥̄ = 4.11), and 3) Guidelines for promoting students’ understanding should emphasize the development of digital learning materials, particularly short educational videos disseminated via social media, along with practical activities such as green business plan competitions to enhance learning engagement and real-world application.