Received: 25th May 2022; Revised: 17th June 2022, 27th June 2022; Accepted: 27th June 2022


  • Kanjana Tayaborworn Department of Learning Innovation and Technology, Faculty of Industrial Education and Technology, Master of Science in Logistics Management, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand
  • Surachai Suksakulchai PhD, Department of Electrical Technology Education, Faculty of Industrial Education and Technology, Doctoral degrees in Electrical Engineering, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand




Career Maturity (CM), Managerial Skills (MS), Problem Solving Skills (PS), Thailand, Undergraduate Student


Nowadays, in addition to the academic knowledge of new graduates, competency of career maturity (CM), problem-solving skills (PS), and managerial skills (MS) were also required by the company owner or business organization as they will be useful in real-life work management, too. This pilot study aimed to 1) investigate the current competencies of CM, PS, and MS of undergraduate students, 2) compare current competencies of CM, PS, and MS across different gender and faculties, and 3) compare the differences in grade levels on currents competencies of CM, PS, and MS of undergraduate students. The sample of this pilot study included 164 undergraduate students from Thailand. The online questionnaire was used to collect data from undergraduate students and the reliability of this pilot study was acceptable.The current findings further revealed that some competencies of CM, PS, and MS were different by gender and grade levels which makes instructors or teachers should develop a modern classroom that can increase competitiveness for students and prepares students to be qualified to apply for future employment.


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How to Cite

Tayaborworn , K., & Suksakulchai , S. (2022). A PILOT STUDY OF CAREER MATURITY, PROBLEM SOLVING, AND MANAGERIAL SKILLS OF UNDERGRADUATE STUDENTS IN DIFFERENCE CONTEXTS : Received: 25th May 2022; Revised: 17th June 2022, 27th June 2022; Accepted: 27th June 2022. Docens Series in Education, 3, 37–52. https://doi.org/10.20319/dv3.3752