DEVELOPING THE STUDENT LEADERS’ POTENTIAL THROUGH THE SOCIAL ENGINEERING PROCESS: THE CHAMSOM OM PIANG TEAM

Abstract

Objectives of this research paper were: 1. To develop the potentials of student leaders through a social engineering process with the Chamsom Om Piang team from the Faculty of Humanities and Social Sciences at Rambhai Barni Rajabhat University, 2. To apply social engineering tools and create community innovations for the communities in the Ban Chamsom area, Saleng Sub-District, Mueang District, Chanthaburi Province, and 3.To present a prototype of a community development process through the social engineering process, conducted by  the action research, involving the development of student leaders potential through the social engineering process, application of social engineering tools, and creation of community innovations. Data were analyzed from document studies, steps were recorded through participation in activities, and appropriateness was summarized and compiled.

The findings were as follows: 1. The development of student leaders’ potential using the social engineering process by the Chamsom Om Piang team enhanced the skills of the student leaders as they practiced using social engineering tools. The social engineering tools applied during community fieldwork included Fact and Feeling, Life Clock, Development Timeline, Process Timeline, and M.I.C. These processes built upon the leadership skills that had been developed and could be practically implemented in the field. 2. The application of social engineering tools and creation of community innovation the Ban Chamsom Community, Saleng Sub-District, Mueang District, Chanthaburi Province resulted in product development with a community innovator, producing of community product “Herbal Balm” this involved the manufacturing process, collaborative marketing planning, and teaching and learning skills in product and business management. 3. The prototype of community development process using social engineering methods operated through a cooperative team within the community that came together to learn and produce the balm, with creating a learning community and knowledge sharing Local wisdom was preserved, traditional knowledge being continued and transmitted from generation to generation alongside technological knowledge from the new generation.