Researcher :
Phramaha Vichien Dhammavajiro, Ph.D.
The objectives of the research were (1) to study the model of public-mindedness and public service instillation for Buddhist university students in Loei province, and (2) to develop the model of public-mindedness and public service instillation for Buddhist university students in Loei province. The population of the research was a total of undergraduate students in both Buddhist universities in Loei; namely, Mahamakut Buddhist University, Srilanchang Campus and Loei Buddhist College, Mahachulalongkornrajavidyalaya University, and 200 students were selected as the research samples. The research instruments used for data collection comprised of the five-point rating scale questionnaire and in-depth interview. The statistics used for data analysis consisted of mean and standard deviation. The findings of the research were as follows: 1. The attitude of students from both Buddhist universities on publicmindedness and public services was found to be overall at a high level (x̄ = 3.50, S.D. = 0.75). Their social behaviour on public-mindedness and public services was found to be overall at a high level (x̄ = 4.05, S.D. = 0.78). It was meant that every student was always ready to participate in public minded activities and public services. Besides, both Buddhist universities were recommended to promote the students’ public-mindedness and public services because voluntariness was a person’s awareness of social problems and it encouraged him or her eager to help the society, to solve existing crisis by perceiving rights, duties and responsibilities, and to realize his/her own power capable to solve the problems. After that, the problems were solved through various ways, which were arisen from problem learning and solving among people in the society. That was regarded as a formation of real publicmindedness or voluntariness. The results from the student interview revealed both Buddhist universities were outstanding on voluntary activities of the students, but the universities’distinct policies on the students’ public-mindedness and public services. At the same time, the students were ready to move on and participate in the university-run activities as perfectly as possible. Public-mindedness was distinct in its formation, which consisted of the students’ attitude on voluntary activities, perception of their own capability, self-esteem, motivation for voluntariness, social behavior, voluntary role-model and social support.