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Nghiên cứu sự hài lòng của sinh viên với giá trị và chất lượng dịch vụ của các trường đại học công lập khối kinh tế và quản trị kinh doanh ở Việt Nam.Nghiên cứu sự hài lòng của sinh viên với giá trị và chất lượng dịch vụ của các trường đại học công lập khối kinh tế và quản trị kinh doanh ở Việt Nam.Nghiên cứu sự hài lòng của sinh viên với giá trị và chất lượng dịch vụ của các trường đại học công lập khối kinh tế và quản trị kinh doanh ở Việt Nam.Nghiên cứu sự hài lòng của sinh viên với giá trị và chất lượng dịch vụ của các trường đại học công lập khối kinh tế và quản trị kinh doanh ở Việt Nam.Nghiên cứu sự hài lòng của sinh viên với giá trị và chất lượng dịch vụ của các trường đại học công lập khối kinh tế và quản trị kinh doanh ở Việt Nam.Nghiên cứu sự hài lòng của sinh viên với giá trị và chất lượng dịch vụ của các trường đại học công lập khối kinh tế và quản trị kinh doanh ở Việt Nam.
MINISTRY OF EDUCATION AND TRAINING THUONGMAI UNIVERSITY VŨ TUẤN DƯƠNG RESEARCH ON STUDENTS SATISFACTION WITH THE VALUE AND QUALITY OF SERVICES OF PUBLIC UNIVERSITIES OF ECONOMY AND BUSINESS MANAGEMENT IN VIETNAM MAJOR: TRADE BUSINESS CODE: 934.01.21 DISSERTATION SUMMARY Ha Noi, 2022 The dissertation was completed at Thuongmai University Advidsors: A/Prof.Dr Nguyen Hoang Viet Dr Vu Van Hung Judge 1: Judge 2: Judge 3: The dissertation will be defended at the Dissertation Committee at Thuongmai University at date month year Dissertation available at: – National Library – Thuongmai University’s library INTRODUCTION Rationale In recent years, the integration trend and the effects of the industrial revolution 4.0 have substantially impacted economic activities on a global scale In the face of challenges from the business environment, several points of view on the need to consider and rethink issues related to service marketing have been proposed Some believe that the essential factor in helping satisfy customers' needs when using products and services is service quality and the need to consider issues of service value to customers Even service value plays a more critical role in today's business context (Kotler, 2010) Higher education services are considered particular services (Zeithaml et al., 2006) and are closely associated with the development process of learners Therefore, analyzing and clarifying the concept of service quality and value is extremely necessary to improve business efficiency and the development of society In recent years, many new educational development trends have been formed along with the integration and interference between educational backgrounds of different countries, which has created significant changes in the education service business Therefore, it is necessary to clarify the constitutive factors of service quality, higher education service value, and these factors' impact on student satisfaction If higher education in Vietnam was recognized as a career activity in the past, now higher education is widely recognized as a type of service, especially when the private economic sectors or economic sectors with foreign investment capital participate in the market This point of view is further reinforced When higher education services are approached as a pure service, student satisfaction plays a vital role in developing higher education institutions Therefore, considering the factors affecting customer satisfaction will assist universities in finding orientations and solutions to upgrade comprehensive services Before integrating the economy, the labor market is also changing, creating additional requirements for human resource training Although the view of considering higher education as a type of service has been accepted by most of the managers, the problem of measuring and assessing the impact of the quality and value of higher education services on satisfaction of students at public universities in economics and business administration in Vietnam, there are still many limitations The analysis and clarification of factors constituting the quality and value of higher education services have not yet been focused on Instead, universities tend to provide relatively subjective assessment and survey criteria The methods of assessing student satisfaction with the services provided by the school are relatively simple, primarily reused in descriptive statistics Empirical studies on a wide range of studies to evaluate the relationship between service quality, service value and satisfaction of students attending public schools of economics and business management are very limited in quantity Large-scale studies applying modern research methods will contribute to building a panorama picture of the current relationship between the quality and value of higher education services on students satisfaction, thereby providing policy implications and recommendations for universities in making the correct development orientation in the future From the analysis on the importance of student satisfaction with service quality, service value to human resource development and higher education The Ph.D student decided to implement the topic “Research on students satisfaction with the value and quality of services of public universities of economy and business management in Vietnam.” Research objectives and missions The thesis aims to propose solutions to improve student satisfaction with the value and service quality of public universities in economics and business administration in Vietnam Specific objectives: (1) Theoretical system of service value, service quality, and customer satisfaction From there, a research model and the relationship between the quality and value of higher education services have been established for student satisfaction; (2) Analysis and assessment of the current status of student satisfaction with the quality and value of higher education services of public universities in economics and business administration in Vietnam; (3) Proposing several solutions to improve student satisfaction with the quality and value of higher education services of public universities in economics and business administration in Vietnam Research objects and scopes Research subjects The object of the thesis is the theoretical and practical issues of student satisfaction with the service quality and value of public universities of economics and business administration in Vietnam Research scope Survey subjects: Students study full-time at public economics and business administration universities To ensure that the collected information is obtained from the subjects who can perceive the service quality and value at a reliable level, the respondents include students in the 2nd, 3rd year and 4th year was selected for the survey - The thesis focuses on researching two main contents, including: (1) The influence of the constitutive factors of service quality and value on student satisfaction; (2) Influence of service quality components on service value components Due to resource limitations, the research sample size is too large and the difficulties caused by the Covid-19 epidemic in data investigation and survey, the research can only collect data samples from 12 typical public universities in economics and business administration - Scope of the study over time: The secondary data of the study were collected during the period from 2019 to 2020 The primary data were from in-depth interviews, focus group interviews and other studies Survey questionnaires were conducted from September to December 2020 - Research scope of space: according to the name of the research thesis, the scope of research will include all public universities of economics and business administration in Vietnam However, because of the mentioned limitations and difficulties, the study focused on 12 public universities in Vietnam's economic and business administration sector These universities are located in selected localities to plan and develop typical regional universities Among the 12 selected universities, there are also many universities belonging to the critical group of the region Research methodology In this thesis, qualitative and quantitative research methods are used to solve the research objectives Qualitative research is used in in-depth interviews with experts and focus group interviews with students Quantitative research methods are applied to analyze the influence of service quality and service value on student satisfaction The software supporting primary data analysis includes SPSS 20 and AMOS 23 Descriptive statistics, multi-group difference test, EFA exploratory factor test, Cronbach Alpha reliability coefficient test, and Cronbach Alpha test Harman's Single-factor determination was performed by SPSS 20 software Meanwhile, confirmatory factor test CFA, latent common factor test, SEM linear structure model analysis and intermediate effect test were performed by AMOS 23 software Expected scientific contributions of the dissertation Scientific contributions Based on applying and developing the research results of Firdaus (2005); Gamage et al (2008); Jain et al (2013); Chen et al (2007); LeBlanc and Nguyen (1999), Sweeney and Soutar (2001), and Helgesen and Nesset (2007), research has successfully built a model to measure service quality, higher education service value and students satisfaction at public universities in economics and business administration Specifically, service quality is determined to include five main factors, including (1) Academic factors, (2) Nonacademic factors, (3) Training program, (4) Facilities and (5) Industry interaction Meanwhile, service value is indicated with four components: (1) Functional value; (2) Emotional value; (3) Social values; (4) Epistemic value The results of the research model building become a premise to continue analyzing the current status of the influence of service quality and value on student satisfaction Practical contributions Firstly, the research results will help universities (mainly public universities of economics and business administration in Vietnam) understand the components of quality and service value of higher education from the perspective of students' perception Second, the analysis of the impact of factors on service quality and service value shows some differences with other studies, such as industry interaction factors are not having an impact on students satisfaction Third, considering the value of β coefficient from the SEM linear structural model analysis results, it has also shown that the service value has a clear impact on student satisfaction and is not inferior to the quality of the service Fourth, the study has conducted multi-group tests according to demographic criteria to clarify students' assessments of the factors in the research model Dissertation organization In addition to the Introduction, Literature review, Conclusion, References and Appendix, the dissertation consists of chapters as follows: Chapter I: Overview of the previous studies Chapter II: Theoretical issues of student satisfaction with the value and service quality of universities Chapter III: Research background and methods Chapter IV: Research results on student satisfaction with the value and service quality of public universities of economics and business management in Vietnam Chapter V: Perspectives, orientations, and solutions to improve student satisfaction with public universities' value and service quality in economics and business management in Vietnam CHAPTER I: OVERVIEW OF THE PREVIOUS STUDIES 1.1 Overview of previous studies related to the research topic 1.1.1 Previous studies on customer satisfaction and student satisfaction Customer satisfaction is an essential concept in marketing research and has continuously been supplemented and perfected over the past decades by its importance in theory and practice Customer satisfaction is closely related to behavior, repurchase, customer loyalty (Cronin et al., 2000) and is considered a factor affecting business performance (Cronin et al., 2000; Otto et al., 2020) Based on the synthesis and analysis of the past research situation, it is possible to divide the studies on customer satisfaction and student satisfaction into the following groups: (1) First, the researches on concepts and theoretical approaches to customer satisfaction and student satisfaction (2) Second, the research on measuring customer satisfaction and student satisfaction (3) Third, studies on the factors affecting customer satisfaction and student satisfaction Based on theoretical issues from research in the service industry, many studies on student satisfaction have been carried out Factors considered an influence on student satisfaction is also very diverse 1.1.2 Previous studies on service quality and service quality in higher education For a long time, there have been many controversial views on the nature of service quality when placed next to the concepts of value and satisfaction However, as of late, most scholars agree that service quality is a significant concept in marketing and is entirely separate from other concepts Studies on translation quality have some specific orientations: (1) First, studies on service quality definitions and approaches, (2) Second, studies on components of service quality and higher education service quality Due to the disagreements, in theory, the determination of the constitutive factors of service quality is also very diverse (Yildiz and Kara, 2009) Many service quality scales are widely applied in research studies and service quality assessment activities in actual business activities Some outstanding works on determining the elements constituting service quality can include the study of Gronroos (1984), Parasuraman et al (1988), Cronin and Taylor (1992) Constructive factors higher education service quality is built based on theories on the elements constituting service quality Many well-known scales to measure the quality of higher education services are inherited from well-known research results on service quality (Firdaus, 2005) The widely considered and recognized factors can include academic, non-academic, training programs, facilities 1.1.3 Previous studies on service value and service value in higher education Value is gradually becoming an essential factor determining the ability of products/services to satisfy the needs of products/services in the modern business context (Nguyen Hoang Viet and Nguyen Bach Khoa, 2014) From the analysis of research directions on service value, some prominent research topics about this concept include: (1) First, the research on concepts and theoretical approaches to service value service value and higher education service value (2) Second, the study of constitutive factors, service value and service value of higher education Studies in recent years tend to support the view of specifically dividing service value into components to evaluate customer perceptions in detail (LeBlanc and Nguyen, 1999; Sweeney and Soutar, 2004) 2001; Previte et al., 2019) In higher education, research on service value is also prevalent and attracts the attention of researchers Basically, the elements constituting the value of educational services are not much different from the studies on the overall service value Some prominent constitutive factors often considered in studies on higher education service value include Functional value (Hoang Thi Phuong Thao and Hoang Trong, 2006; LeBlanc and Nguyen, 1999); Emotional value (Hermawan, 2001; Ledden et al., 2007); Social value (Brown and Mazzarol, 2009; Santini et al., 2017); Epistemic value (LeBlanc and Nguyen, 1999; Giantari et al., 2021) 1.1.4 Previous studies on the relationship between service quality, service value and student satisfaction The relationship between quality, service value, and satisfaction is the most crucial topic in modern marketing research In general, service quality and value are widely recognized as factors that positively influence customer satisfaction (Fornell et al., 1996; Andreassen and Lindestad, 1998) In their research work, Cronin et al (2000) conducted a synthesis and analysis of studies on the relationship between quality, value, satisfaction, and customers' behavioral intentions Past studies have tested some constructs of this relationship through quantitative analyses The relationship between quality, value and satisfaction has also been examined in studies in higher education Most studies agree that service quality positively affects service value, and both of these factors are likely to enhance student satisfaction Based on the proposed research models and obtained results, perceived value often plays a mediating role in the relationship between service quality and student satisfaction in past studies (Alves et al Raposo, 2007; Brown and Mazzarol, 2009; Teeroovengadum et al., 2019) 1.2 Research gaps and questions 1.2.1 Research gaps The synthesis and analysis from the domestic and foreign research overview on service quality, service value, and student satisfaction Some of the issues that need to be considered include: First, the studies on service quality are diverse and the number of proposed service quality components according to the research context is also huge This situation reflects that the research scales have not ensured the appropriateness and uniformity in different research environments Therefore, developing a scale of higher education service quality is a necessary task Second, studies on the value of higher education services are limited, and the theoretical basis for the concept of "service value" has many inconsistencies Some scholars approach "perceived value," others use the term "customer value" to imply, and some studies divide value according to specific aspects Third, studies on the impact of service quality on student satisfaction receive significantly more attention than the relationship between service value and student satisfaction Besides, there have not been many studies examining the cross-effects of all three concepts in the context of higher education service research Fourth, studies on the relationship between service quality, service value and student satisfaction in Vietnam are minimal, while this is a big question in the research world Whether perceived quality or value is intermediate in the relationship between quality and satisfaction or value is shaped after customers have experienced and evaluated satisfaction is still a question Large research drums need to be explored Past studies have partly shown that differences in context can lead to different approaches between the three factors of quality, value and satisfaction In addition, most studies have not considered putting the research content in the context of the development of higher education services in Vietnam in recent years because it is not possible to consider the effects of some new trends such as university autonomy, industrial revolution 4.0 1.2.2 Research questions From the analysis from the research overview of the works and the problems posed Some of the research questions posed in this thesis are as follows: What factors make up the service quality and value of higher education services at public universities in economics and business administration in Vietnam? - What components of higher education service quality and value impact student satisfaction and to what extent? Is there a detailed relationship between the components of service quality and the value of higher education services in Vietnam? - What solutions for universities and state agencies to improve student satisfaction based on service quality and value? 10 CHAPTER II: THEORETICAL ISSUES OF STUDENTS SATISFACTION WITH THE VALUE AND SERVICE QUALITY OF UNIVERS 2.1 Some definitions and concepts 2.1.1 Higher education services and services 2.1.1.1 Service According to Gronroos (1990), services are activities of an intangible nature that occur during the interaction between the customer and the service staff or the physical resources or goods of the service provider to satisfy the customer demand In terms of characteristics, most studies acknowledge four major characteristics of services, including Intangibility; Inseparability; Non-storability, Heterogeneity In summary, despite the diversity of definitions and views about service, most of the studies agree that service is an activity to satisfy human needs with basic characteristics include: Intangibility; Nonstorability; Heterogeneity; Inseparability 2.1.1.2 Higher education services Currently, under the influence of the market economy and the context of increased industry competition, education is gradually becoming a pure service in which customers (students, parents) can choose and decide to invest in a supplier (schools) that they see fit (Pham Thi Lien, 2016) On a global scale, the view that higher education is a pure service is widely accepted Oldfield and Baron (2000); Cuthbert (1996) argue that higher education can be recognized as a "pure service" with total primary attributes of the service In this study, “Higher education service is understood as a type of service provided by higher education institutions to help learners develop knowledge, skills and personality through learning activities , Practise." 2.1.2 Student satisfaction 2.1.2.1 The definitions of student satisfaction Student satisfaction also plays an essential role for both learners and higher education institutions like customer satisfaction For the benefit of learners, the studies of Chumney and Ragucci (2006), Baldwin et al (1997), Bean and Bradley (1986) have shown the positive effects of student satisfaction on performance learning outcomes as well as output quality For educational institutions, student satisfaction greatly impacts student engagement and loyalty, thereby helping universities maintain regular training activities Schertzer and Schertzer, 2004; Helgesen and Nesset, 2007) Based on past research results, it is possible to generalize, “Student satisfaction is understood as the satisfaction of needs, expectations, feelings as well as attitudes and emotions of students towards students with the educational services provided by the university.” 2.1.3 Service quality Most studies approach service quality as a measurement framework; this approach describes service quality based on its constituent elements Quality is seen as the units of good quality packaged in a product or service (Ghobadian et al., 1994) Meanwhile, Parasuraman et al (1985) argue that service quality measures how well the service provided meets the customer's expectations In summary, from the synthesis and analysis, 18 Name FACI7 INI1 INI2 INI4 INI6 FUNC1 FUNC2 FUNC3 EMO1 EMO2 EMO3 SOCI1 SOCI2 SOCI3 EPIS1 EPIS2 EPIS3 SAT1 SAT2 SAT3 Items Convenient computer system for searching documents at the library Industry interaction Experts in training Practical teaching method Business visit Open counseling workshop for students Functional value/want satisfaction Conformity with business needs The value of a degree with job opportunities Degree value to income Emotional value Feeling comfortable in the learning process Good emotional state while studying Interest in learning subjects Social value A Chance to Impress People Opportunity to receive social recognition Benefits of studying with friends Epistemic value The effectiveness of teaching quality from lecturers Effect of subject quality Knowledge usefulness of subjects Sự hài lòng sinh viên (Student's satisfaction) Similar to the ideal university image The ability to meet expectations I feel satisfied with the university I attended Sources Gamage et al (2008) Jain et al (2013) LeBlanc & Nguyen (1999) Sweeney & Soutar (2001) LeBlanc & Nguyen (1999) Sweeney & Soutar (2001) LeBlanc & Nguyen (1999) LeBlanc & Nguyen (1999) Helgesen & Nesset (2007) Source: Author 2.5 Case study on the quality and value of higher education services and student satisfaction of some universities The case study was conducted with two universities, including the University of Commerce and the University of Foreign Trade Some of the highlights from the case study include: First, the consideration of training as a type of service has been widely recognized at public universities in the economic and business administration sectors in Vietnam Under this approach, students are direct customers of services and universities are aware of the importance of satisfying students' needs for sustainable development Second, service quality plays an essential role in student satisfaction and is an issue that universities focus on improving in the current context The core factors forming the quality of higher education services include (1) Quality of training activities; (2) Facilities; (3) Quality of support Third, public universities of economics and business administration in Vietnam are still implementing many activities to increase value for learners Nevertheless, unlike the service quality assessment, the service value assessment is still vague and inconsistent Fourth, activities to assess the quality of higher education services are held annually by the two universities to assess the suitability for learners' needs The content of 19 the survey is in-depth to the learners' perceptions, promoting the learners' interests Fifth, the established quality assessment criteria are not uniform across schools, although some general issues such as training quality, training programs, facilities have been mentioned CHAPTER III RESEARCH BACKGROUND AND METHODOLOGY 3.1 Research background The thesis has reviewed the essential characteristics of Vietnamese higher 20 education from the feudal period to the present time Information about the university economics and business administration system is described in detail with data on enrollment criteria, training disciplines, training scale, and other outstanding features In particular, the thesis has also analyzed and clarified the characteristics of students studying economics and business administration 3.2 Research Methods 3.2.1 Research design In addition to theoretical development studies, the research pays special attention to the positivist approach through investigation and survey of experts in higher education and students attending public universities economics and business management The study also applies modern quantitative research methods widely in research worldwide, such as the EFA exploratory factor test, Cronbach Alpha reliability coefficient test, and Pearson correlation test Common Method Variance test, CFA confirmatory factor test, SEM linear structural model test, indirect impact analysis by bootstrapping method, Independent Sample T-test/ One-group multi-group test way Anova 3.2.2 research process The primary research process includes the following steps: (1) Building a theoretical basis; (2) Building theoretical research models and scales; (3) Assess the reliability of the model and scale with preliminary research, thereby standardizing the content of the questionnaire (preliminary research sample N=150); (4) Formal study with sample size N=1368; (5) Check the reliability and validity of the official scale; (6) Testing the research hypothesis with the SEM linear structure model; (7) Assessment of indirect impacts; (8) Descriptive statistics and multigroup test 3.2.3 Sampling method and data collection 3.2.3.1 Quantitative research sample selection method To determine the minimum sample size, the author applies the recommendations to determine the sample size in case the overall sample size is large and cannot be determined according to the studies of Hair et al (1998), Nguyen Thi Tuyet Mai and Nguyen Vu Hung (2015) and Nguyen Dinh Tho (2011) Accordingly, the study sample size is determined based on the formula: In there: n: number of samples to be determined (sample size) Z: Z-distribution table value based on selection reliability Normally, choose 95% confidence, Z value = 1.96 Make sure n estimate has the safest magnitude, choose p = 0.5 e: allowable error Selectable e = ± 0.01 (1%), ± 0.05 (5%), ± 0.1 (10%) Based on the above formula, with the allowable error value of e = ± 0.05 (5%), the minimum sample size is 384 Thus, through the analysis of the research context and the overall sample size, 21 along with the limitations of resources and time to conduct the research, the construction of the research sample ensures proportional representation of the population The overall sample will be relatively complex However, through the analysis of the method of choosing the minimum sample size when the overall sample size and primary conditions for performing the regression analysis method are not known, the author decided to build a research sample through a survey of 1360 students from 12 public universities in economics and business management in Vietnam Bảng 3.7 Mô tả mẫu nghiên cứu Characteristic University Thuongmai University National Economic Univetsity Foreign Trade University Academy of Finance Banking Academy University of Economics and Business - Vietnam National University The University Of Danang - University Of Economics University of Economics Ho Chi Minh City University of Economic, Hue University Thai Nguyen University of Economics and Business Administration University of Finance - Marketing University of Labour and Social Affairs Gender Male Female Academic Year 2nd Year 3rd Year 4th Year Degree of interest in the subject Not favorite Normal Favorite Type of University autonomous university non autonomous university Tuition perception level Expensive Reasonable Cheap N % 256 81 70 132 94 85 73 65 108 93 55 114 20.88% 6.61% 5.71% 10.77% 7.67% 6.93% 5.95% 5.30% 8.81% 7.59% 4.49% 9.30% 589 637 48.04% 51.96% 416 408 402 33.93% 33.28% 32.79% 397 512 317 32.38% 41.76% 25.86% 600 626 48.94% 51.06% 305 524 397 24.88% 42.74% 32.38% 3.2.4 Data analysis methodology The primary data analysis in the thesis was performed using SPSS 20 and AMOS 23 software In which, descriptive statistical analysis, T-test, One-way Anova, exploratory factor analysis EFA, Cronbach Alpha reliability coefficient is taken care of by SPSS 20 software Meanwhile, AMOS 23 software supports CFA confirmatory factor analysis, SEM linear structural model analysis and indirect impact analysis 22 CHAPTER IV: RESEARCH RESULTS ON STUDENTS SATISFACTION WITH VALUE AND SERVICE QUALITY OF PUBLIC UNIVERSITIES OF ECONOMY AND BUSINESS MANAGEMENT IN VIETNAM 4.1 The results of testing the reliability of the measurement scale The results of the EFA factor analysis have eliminated two observed variables, namely ACA7: Lecturers always empathize with students' difficulties; FACI7: The library is equipped with a convenient computer system to search for documents due to the resource factor less than 0.3 The analysis results with the groups of factors all give the KMO coefficient values in the range of 0.5-1; Total variance extracted is more than 50%; Eigenvalues reach more significant than 1; The factor loading coefficients of the observed variables are all greater than 0.5; The Sig value of the Bartlett test is 0.000 (less than 0.05) The Cronbach Alpha coefficient test results for ten groups of factors after removing the observed variables that not meet the load coefficient requirements in the EFA exploratory factor analysis show that all groups of factors are valid Cronbach Alpha is greater than 0.7 (ranging from 0.765 to 0.889), in which there are six groups of factors with Cronbach Alpha values greater than 0.8 Therefore, according to Hair et al (2010); Churchill (1979), the above analysis indicators represent the scale to ensure reliability Thus, after testing the reliability of the scale with exploratory factor analysis EFA and Cronbach Alpha coefficient, the original scale was shortened to 41 observed variables representing ten factors 4.2 The results of confirmatory factor analysis CFA Hình 4.1 The results of confirmatory factor analysis CFA Source: Data analysis result 23 The analysis results show that the model includes 734 degrees of freedom, with Chi-square value = 1649,456, Chi-square/df value = 2,247 (less than 3); p-value = 0.000 (less than 0.05) Indicators AGFI = 0.930; GFI = 0.940; TLI = 0.952; CFI = 0.957 (both greater than 0.9) and RMSEA = 0.032 (less than 0.08); SMRM = 0.0388 (less than 0.05) In addition, all factor loading coefficients are greater than 0.6 (ranging from 0.63 to 0.85) So according to Hair et al (2010), the model fits the collected data All loading coefficients reached statistically significant values less than 0.001, so no observed variables were excluded The convergence value test is evaluated through criteria, including average variance extracted (AVE - Average variance extracted); Factor loading (FLs-Factor loading), Composite reliability (CR) The results show that all the load coefficients of the observed variables are greater than 0.5 (ranging from 0.632 to 0.853); The average variance extracted AVE of all groups of factors is greater than 0.5 (ranging from 0.502 to 0.667); The combined reliability values CR are all greater than 0.7 (ranging from 0.7510.889) The results show that the average variance extracted from AVE is larger than the most considerable individual variance value (MSV-Maximum Shared Variance); The square root AVE (SQRAVE) is greater than the correlation index Therefore, according to Hair et al (2010), the discriminant validity of the model is guaranteed The Pearson's correlation analysis results showed that the correlation values between the factors reached the level of statistical significance p < 0.001 and did not exceed 0.7, so according to Grewal et al (2004), the phenomenon of polymorphism Collinearity does not appear to occur in this study 4.3 Common Bias Method The CMV test results show that the single factor explains 23.841% of the observed variable variance (much lower than the 50% standard) Meanwhile, the latent common method variance factor has a value of 17.64 % of the total variance (less than 25%) Therefore, according to the research results of Malhotra et al (2006), it can be concluded that CMV problems not occur in this study 4.4 Descriptive statistics and multigroup analysis Some important conclusions about the results of descriptive statistics and multigroup test Firstly, the overview descriptive statistics show that the average values are commonly rated above (on the Likert scale 7) Some groups of factors with outstanding high value include epistemic value (4,7315), satisfaction (4,7137), social value (4,5919), facilities (4,5375) and epistemic value (4,5160) Meanwhile, emotional value (3.9859), industry interaction factor (4.1674) and training program (4.1756) have the lowest average values Second, the analysis results show no difference in students' perceptions of service quality, service value, and satisfaction when disaggregated by gender 24 Third, when analyzing the difference by learning time (school year), there exists a clear difference in the element of facilities when perceived facilities tend to decrease with the time of the study In contrast, functional value tends to be perceived more positively over learning time Similarly, two of the three observed satisfaction variables also reached the highest level for final-year students Fourth, there exists a difference in the perception of most of the observed variables when dividing the sample according to the degree of interest in the subject The level of interest in the subject is directly proportional to the students' perception of the observed variables of service quality, service value, and satisfaction factors Only the industry interaction factor, the perception of administrative staff's attitude, and medical facilities are contrary to this rule Fifth, the results of multi-group analysis when dividing by type of university students are attending and perceived tuition fees - quality has many similarities The group of students studying at public universities who were autonomous and perceived high tuition rates rated most of the observed variables higher than the rest of the groups In particular, there is no difference in three out of four observed variables in the group of industry interaction factors 4.5 Hypotheses testing and paths analysis Figure 4.3 SEM Analysis Source: Data analysis result The results show that the model includes 740 degrees of freedom, p-value = 0.000 (less than 0.05); Chi-square value = 1819,490; Chi-square/df value = 2,459 (less than 3) Indicators AGFI = 0.924; GFI = 0.935; TLI = 0.944; CFI = 0.950 (both greater than 0.9); SMRM value = 0.0412 (less than 0.05); RMSEA value = 0.035 (less than 0.08) According to Hair et al (2010), the model is completely consistent with the data of the study The R index of the student satisfaction factor is 0.65, that is, the quality and service value factors 25 explain 65% of the variation in student satisfaction, the other 35% is due to the influence of other factors and errors Similarly, through the R2 index, service quality factors explain 19% of the variation of emotional value, 22% of the variation of social value, 14% of functional/satisfaction value desire and 29% of the epistemic value The results of hypothesis testing show that, out of the nine main hypotheses that evaluate the impact of the constitutive factors of service quality and value on student satisfaction, hypothesis H5 reflects the impact on student satisfaction of the industry interaction factor to student satisfaction was rejected because the p-value was more significant than 0.05 Meanwhile, because the p-value is higher than 0.05, hypothesis H11c about the relationship between the training program and emotional value is the only sub hypothesis rejected among the 20 counter-hypotheses that detail the impact of service quality on service values Based on the analysis results, among the nine factors of service value and quality considered to impact student satisfaction, only the impact of the industry interaction factor is not satisfactory statistical meaning For the factors in the service quality group, in the remaining four factors, the impact of academic factors and facilities on student satisfaction is rated at the highest level in the group with the service quality system the normalized β is 0.287 and 0.172, respectively Next, the impact level of non-academic factors and training programs is relatively large compared to academic factors and facilities with standardized β coefficients of 0.094 and 0.068, respectively For the service value factors, all four hypotheses about the impact of these factors on student satisfaction are accepted Except for emotional value, which has a much lower impact with a standardized β coefficient of 0.113, the remaining factors are functional value/desired satisfaction, social value, and high level of epistemic value relatively high impact with standardized β coefficient 0.178, respectively; 0.176 and 0.151 The results of the SEM structural model analysis show that the impacts of service quality factors on service value factors are as follows: Table 4.16 Paths Analysis and Hypotheses testing Hypotheses H1 H2 H3 H4 H5 H6 H7 H8 β S.E C.R Academic Student satisfaction 0.287** * 0.028 7.038 Non - academic Student satisfaction 0.094** 0.025 2.591 Program issues Student satisfaction 0.068* 0.016 2.461 Facilities Student satisfaction 0.028 4.702 Indusrty interaction Student satisfaction 0.022 0.282 Functional value Student satisfaction 0.032 5.643 Emotional value Student satisfaction 0.023 3.618 Social value Student satisfaction 0.030 5.276 0.172** * 0.008NS 0.178** * 0.113** * 0.176** Finding s Accepte d Accepte d Accepte d Accepte d Rejected Accepte d Accepte d Accepte 26 H9 H10a H10b H10c H10d H10e H11a H11b H11c H11d H11e H12a H12b H12c H12d H12e H13a H13b H13c H13d H13e Epistemic value Student satisfaction Academic Functional value Non - academic Program issues * 0.151** * 0.027 4.341 0.135** 0.031 2.967 Functional value 0.092* 0.030 2.091 Functional value 0.134** * 0.019 3.916 Facilities Functional value 0.113** 0.033 2.609 Indusrty interaction Functional value 0.099** 0.027 2.827 Academic Emotional value 0.124** 0.042 2.842 Non - academic Emotional value 0.040 3.739 Program issues Emotional value 0.026 1.601 Facilities Emotional value 0.044 4.664 Indusrty interaction Emotional value 0.084* 0.036 2.518 Academic Social value 0.268** * 0.034 5.976 Non - academic Social value 0.132** 0.032 3.114 Program issues Social value 0.067* 0.021 2.070 Facilities Social value 0.102* 0.035 2.461 Indusrty interaction Social value 0.091** 0.029 2.720 Academic Epistemic value 0.038 5.651 Non - academic Epistemic value 0.036 3.733 Program issues Epistemic value 0.023 2.042 Facilities Epistemic value 0.040 4.909 Indusrty interaction Epistemic value 0.033 3.478 0.158** * 0.052NS 0.194** * 0.241** * 0.152** * 0.064* 0.197** * 0.112** * d Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Rejected Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Accepte d Note: ***p
