Abstract—The purposes of this research study were 1) to

develop a knowledge management system to promote

the sufficiency economy philosophy for the basic education

teacher Model and 2) to study factors that support the

communication methods and the ICT tools in the knowledge

management process. The first phase was to develop a model,

and study Factors in KM-Process for the Integration of the

Sufficiency Economy Philosophy. Research results were found

that 1.This model consisted of four key elements and eight

stages. 2. Four Factors for support the KM-Process for the

Integration of the Sufficiency Economy Philosophy:

1) Supporting factors for learning exchange, 2) Communication

Factor, 3) Learning exchange tool factors and 4) Other factors.

Index Terms—Sufficiency economy philosophy in educations

part, KM process, information and communication technology

(ICT).

I. INTRODUCTION

Sufficiency Economy Philosophy’s principal is guidance

to live happily and a philosophy that stresses on “the middle

path” as an overriding principle for appropriate conduct by

the population at all levels in Thailand and other countries;

the individual, family, community, and at the organizational

and national level which base on the three interlocking core

elements as 1) moderation - not too much or too few,

Wibulswasdi, Piboolsravut, and Pootrakool [1] said about

moderation seem to contradict with the notion found in

traditional Economy theory of maximizing behavior.

However, we should note that moderation is a relative

concept, one that relates to one’s means. Living with limited

means -- individually, locally and globally -- one should

consider exercising moderation in order to preserve

longer-term interests. 2) Reasonableness – to decide

reasonably according to relevant factors and effects. 3) Self

Immunity and risk management – to anticipate negative

results that may occur and prepare prevention. The two

conditions as 1) Appropriate Knowledge – to know clearly

before take any action. Knowledge implies insight data,

information, wisdom or theory and application for work in

your life. Knowledge is both of tacit and explicit knowledge,

Manuscript received March 10, 2013; revised June 15, 2013

Darunbhop Pianjud and Onjaree Natakuatoong are

with

Department of

Educational

Technology and Communications, Faculty of Education,

Chulalongkorn

University, Bangkok, Thailand

(e-mail:

next_cand@hotmail.com, onjaree.n@chula.ac.th).

Jiracha Vicheanpanya is with Department of Technology in Information

Management, Faculty of Information Technology, Rangsit University,

Bangkok, Thailand (e-mail: ajjoy50@gmail.com).

including experience as well as appropriate analytical ability.

2) Ethics and Virtues – apply religion principle to work. In

addition, environment is regarded as a significant factor. It

must be arranged to facilitate learners, both physically and

mentally, to learn and absorb the philosophy which lead to

practice. This ethics and virtues views an ethical foundation

as vital to our Economy system if the latter is to be

sustainable. Such a foundation must be rooted in the values

held by a majority of people and as a result will foster human

development in succeed and sustainable way [1].

Fig. 1. Definition of sufficiency economy philosophy.

The Minister of Education (Bareau of Student Activities

Development) [2] has realized the important of classifying

learning activities and classified the method that should be

managed for learners into three categories as

1) administrators and support staffs should manage

the school and work according to Sufficiency Economy

Philosophy, 2) teaches teaching Sufficiency Economy

Philosophy should be divided into two ways – create subject

or content about the philosophy to teach directly or blend the

philosophy into existing subjects and 3) arrange activities

such as club, exhibition or local festival and integrate the

philosophy into such activities. The methods will give

learners opportunity to gain knowledge and practice which

lead to implement the philosophy in their living.

II. PURPOSE OF THE RESEARCH

1) To develop a knowledge management system to promote

the sufficiency economy philosophy for the basic

education teachers.

2) To study factors that supports the communication

methods and the ICT tools in the knowledge management

process.

Darunbhop Pianjud, Onjaree Natakuatoong, and Jiracha Vicheanpanya

The Development of a Knowledge Management System to

Promote the Sufficiency Economy Philosophy for the

Basic Education Teacher

International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 3, June 2013

219DOI: 10.7763/IJEEEE.2013.V3.227

III. SCOPE OF THE RESEARCH

A. Population

Phase 1: Staff in basic education level (Administrator,

Teachers and related staffs)

Phase 2: Population of study is experts in information

technology, Sufficiency Economy Philosophy in Education

Part, Knowledge Management and Educational

Administration.

B. Sample Groups

Phase 1: 406 Staffs in fundamental education level

(Administrators, Teachers and related people); all of them

selected by stratified random sampling with the sampling

selection method of Taro Yamane’s sampling size calculation

at 5% deviation [3].

Phase 2: Sample Groups of study is 12 experts in

information technology, Sufficiency Economy Philosophy in

Education Part, Knowledge Management and Educational

Administration.

C. Variables

Independent variable is a knowledge management system

to promote the sufficiency economy philosophy for the basic

education teacher Model and Factors in KM-Process for the

Integration of the Sufficiency Economy Philosophy

IV. METHODOLOGY

The development of a knowledge management system to

promote the sufficiency economy philosophy for the basic

education teacher was carried out in two phases.

Phase 1: To study factors that support the communication

methods and the ICT tools in the knowledge management

process from Staffs in fundamental education level.

1) Study, analyze and synthesize documents and former

researches that relevant to the information technology,

Sufficiency Economy Philosophy in Education Part,

Knowledge Management Process. Then, the results were

used to develop a questionnaire.

2) Send the questionnaires to sample groups and wait for

response, analyze and synthesize data from questionnaire.

Phase 2: The development of a knowledge management

system to promote the sufficiency economy philosophy for

the basic education teacher Model

Create Model that the model is developed based on the

data obtained from the research study used in the

formulation of the model development concept.

Proposed the model thesis advisor and co-advisor for

suggestion and modified it as suggested.

Submit to the experts for review and evaluation.

Adjusted according to the experts’ suggestions.

Present the Model in the form of diagram with report.

Analyze the results form evaluation of the factor by

percentage, and the model by Index of Item Objective

Congruence (I.O.C)

V. RESULT

A. Stage1

The analysis of the questionnaires found that; 1)

supporting factors for learning exchange, 2) communication

factor, 3) learning exchange tool factors and 4) Other factors

that affect the learning management of Sufficiency Economy

Philosophy in education (See Fig. 2).

Fig. 2. Factors that support the communication methods and the ICT tools in

the knowledge management process from Staff in basic education level.

1) Supporting factors for learning exchange: Most of the

respondents from both groups (without and with

knowledge of the Sufficiency Economy Philosophy) were

confident that they can apply the Sufficiency Economy

Philosophy into the learning management of their schools

in medium level of 53.10% and 58.20% respectively.

However, when the respondents were asked to answer

questions to recheck their knowledge, the respondents

with knowledge can answer the questions correctly for

34.90% while the respondents without knowledge cannot

answer any questions which are considered as 0.00%. The

initial analysis found that the number of educational staffs

in fundamental education who has profound knowledge

and ability to apply the Sufficiency Economy Philosophy

into their learning management did not reach a half of

total number of educational staffs. Moreover, the staffs

without the knowledge cannot answer any questions

correctly. This is in accordance with the Sufficiency

Economy Movement Report for 2009 Fiscal Year [4]

which found that some schools still have wrong

conception that Sufficiency Economy means only doing

agricultural activities or saving money. Most of the

respondents indicated that the factors that support the

learning exchange are related to the environment of staffs

in fundamental education. Majority of the staffs (in

without and with knowledge of the Sufficiency Economy

Philosophy groups) had opinion that the factor was the

interdependent environment at 60.80% and 58.00%

respectively. For interpersonal relations aspect, the study

found that most of the educational staffs knew each other

for more than 50 persons at 38.00% and 33.90%

respectively. The relations among colleagues in the same

work group were in similar ratio with relations with

different work group at 47.10% and 72.40% respectively.

The mentioned factor encouraged the learning exchange

as stated by Office of Education Council [5] that the

social network is the network that has unlimited social

relations of various people. Therefore, we are either able

or unable to perceive the concrete operation resulted from

the bonding of relations among network members. The

network can be easily formed by a group of numerous

members with one same objective because they all aim

for one same goal.

2) Communication Factor: In the communication or the

learning exchange activities aspects, the study found that

Factors in KM- Process for

the Integration of the Suff. Other factors

Learning exchange tool factors

Communication factor

Supporting factors for learning exchange

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220

most of the educational staffs who have profound

knowledge on the Sufficiency Economy Philosophy think

that there were meetings for twice a month while most of

the educational staffs without the knowledge think that

there were meetings for less than twice a month; therefore,

they cannot successfully apply this philosophy into the

learning management because of no communication for

learning exchange among themselves. This

individualistic environment does not bring much success

for the learning exchange of students. Moreover, the reply

of the respondents was in accordance with those

mentioned data that there were very few learning

exchange activities by the Education Office in each zone

for educational staffs less than twice a month at 58.80%

and 61.00% respectively. Both data was in accordance

with the behavioral psychology theory of B.F.Skinner on

human interaction, stating that human behavior is a matter

of human interaction. A man cannot live in the society

without any interaction with others.

3) Learning exchange tool factors: For the usage of learning

exchange tools, the study found that staffs in both groups

use mobile phones as the main communication tools in

any cases; during working hours at 72.60% and 68.00%

respectively, after working hours at 73.80% and 73.30%

respectively; for communicate with educational staffs

outside school at 70.10% and 63.50% respectively. Other

tools such as office phone, social media and other

electronic media were used less than the mobile phone.

For the opinion towards the suitable tools for

communication of educational staffs in fundamental

education, the sampling groups had opinion that internet

network is the most suitable tools for communication at

63.10% and 63.80% respectively. They also expressed

that the most suitable and convenient tools in the internet

network was the electronic mail for communication at

47.60% and 43.60% respectively. For the tools for data

searching of staffs who have limited budget, the

respondents think that e-Learning was the most suitable

method for learning management at 60.80% and 58.00%

respectively which is in accordance with Summary

Report of ICT usage and Household Communication

2011 by the National Statistical Office [6] which found

that there are 41.4 million mobile phone users in Thailand

or 66.40% of its total population. The National Statistical

Office summarized that there were more tendency

towards mobile phone usage during 2005 – 2011 and

found that number of mobile phone users increased from

21.7 million (36.70%) to 41.4 million (66.4%). The data

comparison showed that number of mobile phone users

increased more than half of the users in the past and the

mobile phone was the most increasing and most

widely-used tool among other communication tools.

Learning exchange tool factor showed that staffs in

fundamental education had the idea of ICT tool usage for

communication in order to increase their knowledge on

the Sufficiency Economy Philosophy but the staffs still

lacked of skills in the usage of major communication

tools and this was the obstacle for the communication

process as it was mentioned that the environment and ICT

of schools are among the major parts of organizational

development process [7].

4) Other factors that affect the learning management of

Sufficiency Economy Philosophy in education:

For the computer usage, the study found that the

educational staffs in both groups evaluated their ability

to use computer in moderate level at 49.90% and

47.80% respectively, their ability to use internet in

moderate level at 42.60% and 41.10% respectively and

their skill of keyboard typing in good level at 57.40%

and 64.00% respectively. The Microsoft Word program

is the most widely-used program for typing at 82.80%

and 82.40% respectively while the Microsoft Excel

program is the second most widely-used program for

typing at 65.20% and 65.00% respectively. The ability

level for computer usage was related to the ability level

for communication tools because the ones who have

good command of computer usage will be able to use

the ICT tools more confidently than the ones who

cannot use computer since the tools in ICT is quite

similar to the tools in computer that the users can relate

to it and can apply for the usage of ICT tools for

communication.

For internet service in communication, the study found

that most of the educational staffs with the knowledge

to apply the Sufficiency Economy Philosophy into the

learning management used internet in searching for

knowledge on the learning management according to

the Sufficiency Economy Philosophy at 48.50% which

was different from the most of the educational staffs

without the knowledge to apply the Sufficiency

Economy Philosophy into the learning management

who would search for knowledge in learning sources

such as library, museum at 82.60%. For the

communication to request for assistance from experts

for both groups, there were frequent use of technology

such as e-Mail, social network, webboard for the

enquiries via internet at 55.20% and 45.70%

respectively. Both groups think that the connection

signal of internet was at high-speed level at 47.50% and

52.70% respectively. Most of the staffs with the

knowledge used internet for 1-2 hours per day at

42.70% while most of the staffs without the knowledge

did not use internet at 41.30%. Most of staffs in both

groups used internet at home at 59.20% and 58.70%

respectively while the e-mail was the most widely-used

service at 49.40% and 44.80% respectively.

For the management factor, the study found that most of

staffs with the knowledge will be considerate of the use

of the Sufficiency Economy Philosophy for maximum

benefit of students at 50.10% which was different from

most of the staffs without the knowledge who used this

philosophy in the curriculum only to pass the evaluation

by the Ministry of Education at 35.70%. For the support

of training on the Sufficiency Economy Philosophy, the

study found that the executive staffs who had the

knowledge will support the participation in trainings

and seminars. The staffs were willing to participate at

42.20% which was different from most of the executive

staffs who did not have the knowledge that will not

support the participation because they did not want their

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221

teachers to take duty leave at 98.80%. For the empathy

towards the staffs, most of the staffs indicated that the

executive staffs who had the knowledge will value and

pay attention to the opinion of their subordinate staffs at

44.90% which was different from the executive staffs

who did not have the knowledge that were evaluated by

general staffs of negligence and dictatorship at 60.8%.

Management factor is the most important factor for

promoting the Sufficiency Economy Philosophy in the

knowledge management because the executive staffs

are similar to the Knowledge Administrator whose

function is to set the goal of the organization, to

construct the vision on knowledge management of the

organization, to create the good environment and

regulations of the organization which support the

learning exchange.

B. Stage2

The development of a knowledge management system to

promote the sufficiency economy philosophy for the basic

Fig. 3. The development of a knowledge management system to promote

the sufficiency economy philosophy for the basic education teacher

This model consisted of four key elements:

1) Staffs: comprised of knowledge managers, experts,

Administrators, Knowledge receivers, and Knowledge

contributors 1) Knowledge managers are school

executives, teachers, school officers or staffs whom

responsible about integrating sufficient economic

philosophy to their task according to procedures that

issued by the Ministry of Education. Knowledge

management must be done by the eight steps. 2) Experts

are school administrators, teachers, staffs and

stakeholders whom have experience on utilizing

sufficient economic philosophy on learning, teaching and

other works. 3) Administrators are school administrators,

teachers or staffs which assigned to overview overall

knowledge management in network such as setting vision

and mission, create environment and issue network rule

that encourage sharing. 4) Knowledge receivers are

Network schools. 5) Knowledge contributors are

lecturers who have expertise in knowledge management,

experts in driving sufficient economy philosophy in

education and experts in learning and teaching

management. They contribute knowledge and

understanding to staffs to work on knowledge

management efficiently and integrate Sufficient Economy

Philosophy in to learning and teaching in basic education

level systematically.

2) School consisted of 1) value, culture and oorganizational

structure. 2) Strategy plan. 3) Leader for drive sufficiency

economy philosophy in education part.

3) Technology consisted of 1) Technology for Knowledge

Management. 2) Communication and Collaboration

Technology. 3) Knowledge Discovery Technology and

(Knowledge Transfer Technology)

4) Learning Method consisted of 1) level of learning:

individual, group or organization. 2) Detail about

sufficiency economy philosophy in education part. And

this model consisted of eight stages, synthesis [8]-[19].

Knowledge identification: The facilitator from CoPs

team for the practitioner. Then, CoPs identify

knowledge and manage organization according to

Sufficiency Economy Philosophy (for administrators)

or manage learning and teaching method according to

the philosophy (for teachers) and, finally, utilize the

knowledge.

Knowledge acquisition: All members of CoPs make

agreement and assign each member to search

knowledge from knowledge sources, such as the

internet, learning center and folk wisdom.

Knowledge creation: Collect knowledge both

managerial and sciences from CoPs to create new

knowledge which integrate with Sufficiency Economy

Philosophy both in school administration and learning

and teaching. All members work together to create new

administration plan and new learning plan.

Knowledge codification and refinement: is

consideration on created knowledge by experts. They

examine correctness of the knowledge according to

Sufficiency Economy Philosophy. And then categorize

the knowledge to facilitate knowledge access

Knowledge sharing: is activity to exchange information,

skill and experience – both embedded knowledge and

obvious knowledge – between administrator, staffs,

teachers and students.

Knowledge capture and store: is the way to manage and

categorize knowledge that relevant to Sufficiency

Economy Philosophy. This step is to pass on knowledge

Step3: Knowledge Creation (Integration Subject detail and Sufficiency

Economy Philosophy in administration, create

subject or content about the philosophy, and

activities learning)

Step4: Knowledge Codification and

Refinement

Step6: Knowledge Capture and

Store

Step1: Knowledge Identification

Subject detail Sufficiency detail

Step2: Knowledge Acquisition

Online/ Offline Network or Internet

Learning Centers/ Learning Resource

Subject detail Sufficiency detail

Step7: Knowledge Utilization

Administration

Integration detail Activities

Step8: Knowledge Evaluation

Knowledge Sufficiency

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222

education teacher was shown in Fig. 3 below.

experience – both embedded knowledge and obvious

knowledge – via activities such as conversation, brain

stromming, meeting and recording knowledge which

the knowledge will be kept by electronic media to

facilitate utilization in the future.

Knowledge utilization: The knowledge utilizes by

administrators, teachers and staffs and integrated with

Sufficiency Economy Philosophy according to the plan.

Knowledge Evaluation: The evaluation is done by

experts in Sufficiency Economy Philosophy and

learning management to evaluate result of utilization.

Criteria in evaluation comprised of learners’ gained

knowledge or knowledge received by school

management and examined administration and learning

management which integrated with Sufficiency

Economy Philosophy.

TABLE I: THE EVALUATION RESULTS OF I.O.C SUMMARY SUFFICIENCY

ECONOMY PHILOSOPHY KM-PROCESS

Variable I.O.C Level of

suitability

1) Knowledge Identification 1.00 suitability 2) Knowledge Acquisition 1.00 suitability 3) Knowledge Creation 1.00 suitability 4) Knowledge Codification and

Refinement

1.00 suitability

5) Knowledge Sharing 1.00 suitability 6) Knowledge Capture and Store 1.00 suitability 7) Knowledge Utilization 1.00 suitability 8) Knowledge Evaluation 1.00 suitability

Total 1.00 suitability

VI. DISCUSSION

The research results in the following points for discussion.

Four Factors for support the KM-Process for the Integration of

the Sufficiency Economy Philosophy: 1) Supporting factors for

learning exchange, 2) Communication Factor, 3) Learning

exchange tool factors and 4) Other factors.

The experts’ evaluation stage and key elements in model

are suitable. The model consisted of four key elements:

1) Staff, 2) School 3) Technology and 4) Learning

Method and eight stages: 1) Knowledge Identification, 2)

Knowledge Acquisition, 3) Knowledge Creation, 4)

Knowledge Codification and Refinement, 5) Knowledge

Sharing, 6) Knowledge Capture and Store,

7) Knowledge Utilization, 8) Knowledge Evaluation

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Darunbhop Pianjud was born in chonburi, Thailand in

1984. He received a Bachelor of Education (Educational

Technology) from Burapha University in 2006; Master

of Education (Educational Technology) from

Chulalongkorn University in 2008. Currently, he is a

Ph.D. candidate in Department of Educational

Technology and Communications, Faculty of Education,

Chulalongkorn University, Bangkok, Thailand and lecturer at Rajabhat

Rajanagarin University, Chachoengsao, Thailand. He has research

experience in Information Technology and communication.

Onjaree Natakuatoong is an Association Professor at

Department of Educational Technology and

Communications, Faculty of Education, Chulalongkorn

University, Bangkok, Thailand. She has experience in

many positions such as Head, Department of

Educational Technology and Communications, the

Director at Research and Development Innovation

Knowledge Management Center.

She has research experience in Instructional Design System,

Knowledge Management, Learning Organization, Human Resource

Management, Information Technology and communication.

Jiracha Vicheanpanya a lecturer, Department of

Technology in Information Management, Faculty of

Information Technology, Rangsit University, Bangkok,

Thailand. She has experience in many positions such as

Head, Department of Management Technology.

She has research experience in Knowledge

Management, Management Information, Information

Technology and communication.

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