Methodology was the qualitative research method, collecting data by two steps; one was the in-depth-interview. 30 key informants were purposefully selected from experts. The tool used to collect data was the structured in-depth-interview, collecting data by face-to-face in-depth-interviewing and analyzing data by analytic inductive and descriptive interpretation. The other step was Focus Group Discussion. 10 participants were purposefully selected from experts who involved with human resource development. The tool used to collect data was the discussion topics which was developed from in-depth-interview, collecting data by focus group discussion and analyzing data also by inductive analysis and descriptive interpretation.

Findings were as follows:

1) Concepts, theories and appropriate Buddhist ethics for undergraduate students development were that (1) human resource development was the changing process in human beings in the areas of thinking and behavior for the betterment in knowledge, skill, capacity for self, organization and social efficiency and effectiveness. The best and effective plan for human resource development were education and training according to the human incentives. The most important incentives to encourage undergraduate students to have the fine and correct behaviors were of five; as 1 education, 2 family, 3 rewards, 4 values, and 5 the faith in religions. (2) different educational background had effects on fine and correct behaviors of undergraduate students, they are of 4 as 1 family, 2 educational institutes, 3 peer group, and 4 the environment around the students. (3) Buddhadhamma for undergraduate students development is Kusalakammapata 10, the wholesome course of action, that is one receives good result from good deeds. They were 1. Kayasucharida, right bodily action, not to take other’s life, not to steal and not to commit sexual misconduct. 2. Right verbally action as not to tell a lie, not to speak the harsh and conflicting words, 3. Right mindful action, not to desire for other’s property, not to take ravage and have the right wisdom to understand and do the right things.

2) Problems of ethical management for undergraduate students were that the problems from the students themselves were of three, (1) problems of ethics in bodily action which was clearly seen. They did not think carefully before doing. (2) Verbal action, they had problems in using language for communication in daily life and did not have careful thinking before speaking. (3) Problems of ethics in mind. It was the problem of the mind capacity to separate the right from the wrong things, what should do and what should not do.

3) The model for human resource development based on Buddhist ethics in higher education applying 10 wholesome course of action can be divided into three categories. (1) Education, educate undergraduate students to have knowledge, to understand the right way to behave using case studies, model situation. Especially applying the Buddhadhamma in every subject taught in classes, (2) Training, systematically train undergraduate students to gain knowledge, skill, ability, attitude, changes in thinking pattern for better behavior, using case studies, video. Train them in living by the philosophy of sufficiency economy of the present King and by the principles of Buddhadhamma so that they can be the perfect persons in body, speech and mind. (3) Development, set up learning experiences for students to change for the better feeling, emotions, thought, decision and behavior. Urge them to use the principles of Buddhadhamma to help guide the right way.